
Class _LELiI^? 

Rnnlc .'V? 

Cofiyriglit N°_ 



COPYRIGHT DEPOSm 



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PRACTICAL SUGGESTIONS 



FOR 



Kindergartners, 
Primary Teachers and Mothers. 



A PROGRAM, 



With Suitable Talks, Stories and Illustrations, 



BY 



JEANNETTE R. GREGORY. 



>'. t'' i" j'o ■,', 



Conie, let us li^^e with the children." 



SECOND EDITION. 



ST. LOUIS: 

C. B. WOODWARD COMPANY, 

1895. 



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i^Jt^-*-^ 2^ /ifj3 






Entered according to Act of C'ongress in tlie Year iSgj by 

JEANNETTE R. GREGORY, 

la tlie office of the Librarian of Congress, at Waslilngton, D. C. 



INDEX. 



TALKS ON THE SONGS OF "DIE MUTTER 
AND KOSE-LIEDER." 

PAGE. 

The Bird's Nest 14(3 

The Baker 150 

The Carpenter 149 

The Charcoal-Buruer 153 

The Church Door 155 

The Flower Basket 148 

The Fishes 152 

General Survey of Songs 141 

Go to Sleep, Little Thumb 151 

The Grandmothers 154 

Hasten to the Meadow, Peter 148 

The Joiner 150 

The Knights and Good Child 152 

The Knights and Cross Child 153 

The Little Window 154 

The Pigeon House 147 

Thumbs and Fingers Say Good-Morning 146 

This is the Mother So Good and Dear 147 

Tick-Tack 150 

The Target 151 

What's This? 147 

TALKS ON ANIMALS, BIRDS AND 
INSECTS. 

Birds — Their Activities 156 

Camels 158 

Coral 163 

The Cat 159 

The Elephant 163 

The Frog 160 

Humming Birds 165 

Insects 162 

Living Lights 164 

Natural Architects 157 

Our Bodies 159 



PAGE. 

The Ostrich 160 

Perchers 156 

Silk Worms 161 

Snail 156 

The Spider 164 

Scratching Birds 157 

Sheep 158 

Swimmers and Waders 158 

TALKS ON PLANTS AND FLOWERS. 

Climbing Plants 170 

Flax 167 

March 168 

Outer and Inner Conditions 166 

Plant Doors 166 

Pine Trees 166 

Plants and Their Food 168. 

Si)ring Flowers 170 

Spring 167 

AA'heat 169 

TALKS ON GENERAL SUBJECTS. 

Autumn 176 

Clothing 181 

Christmas 178 

Candles 187 

Change 182 

Carpenters of Many Lands 172 

Easter 186 

The First Thanlcsgiving 177 

Flags r 184 

Families 170 

Family Duties 172 

Forms of Water 175 

Gifts Keceived 180 

George Washington 183 

Homes 171 



INDEX. 



PAGE. 

Location 178 

Location (No 2) 179 

Leather 181 

Motion 182 

Men who Have Given us Great Gifts 187 

The Many who Assist in Building a House 173 

Motive Power of Thought 183 

Modes of Communicatiou 185 

Musical Instruments 186 

Natural Expression 18(} 

Natural Bridges 173 

The Pilgrims 177 

Paper 184 

Rubber 181 

Eound and Red 171 

Room Decorations 179 

Time Pieces 174 

Time and its Divisions 176 

Winter 180 

STORIES. 

The Building of the Ship 196 

David and Goliath 192 

Florence Nightingale 202 

A Little Boy's Dream 190 

A Little German Boy 199 



PAGE. 

The Last Dream of the Old Oak 201 

The Little Match-Seller 200 

Robin Red-Breast's Visit 189 

The Storks 192 

Story of the Flax 197 

Three Butterflies 191 

Three Little Fishes 193 

Why the Valley Lilies Hang Their Heads 198 

What the Shepherds Found 195 

William Tell 193 

APPENDIX. 

Bird Charts 208 

Color Charts 208 

Dictation for Basis of Folding and Cutting. _ 210 

Description of Material 209 

Extra Charts 209 

Family Chart 208 

Form Collections 208 

Fruit and Vegetable Charts 208 

Mats 209 

Room Decorations 207 

Sewing 209 

Story Charts 208 

Suggestions for May-Baskets 211 

Time Chart 208 



The songs mentioned are to be found in "Merry Songs and Games," by Clara Beeson Hubbard. A 
few additional songs have been indicated, which are to be found in "Kindergarten Chimes," by Kate 
Douglas Wiggin, and in Mrs. E. L. Hailmauu's "Book of Songs for Kindergarten and Primary." 

All stories mentioned will be found in the "Kindergarten Gems," a collection of stories by Agnes 
Taylor Ketchum and Ida M. Jorgeusen, with the exception of the following list: 

"The Walnut Tree That Wanted to Bear Tulips," "A Legend of the Great Dipper," in "Stories for 
Kindergartens and Primary Schools," by Sara E. Wiltse. "When I Was a Little Girl," "Aqua, the Water 
Baby," in "The Story Hour," by Kate Douglas Wiggin and Nora A. Smith. "The Story of a Raindrop," 
(Booklet) by Elizabeth Harrison. "The Birds' Christnuis Carol," by Kate Douglas Wiggin. "The Little 
New Year," in Child-Garden (Magazine), January Number. 1893. "The Shepherd's Children," Child- 
Garden (Magazine), December Number, 1892. "Autumn's Party," Kindergarten (Magazine). November 
Number, 1892. 



INTRODUCTORY. 

This work is designed to aid Kindergartners in building programs upon the correct basis, i. e., 
the truth expressed in the songs of the, "Mother Play and Nursery Songs." 

Each week is based upon a phase of truth growing out of the thought of the previous week, making 
the entire program a connected whole, which begins with the Family Eelationship, and moves out into 
Civil Society, State and Church. 

The program is based upon the principle of Relationships, for the reason, that out of it can be 
evolved or deduced every principle or truth which Froebel's insight has made valuable to us, and further- 
more, the little child is the living personification of the idea in himself, possessing Body, Mind and Soul, 
each with its various organs or faculties, related intimately and working in harmony with every part of the 
organic relationship. The aim has been to make the child absorb and transfer the feeling of relationship 
to his hio-her life, by carefully emphasizing the relation of nuiterial elements and leading him to use them 
as means to an end, rather than as sepai-ate elements. 

Method, every idea given in concrete form by using qualities in connection, leaving the abstract 
for the child when he has reached the subjective stage. The most inclusive relation of the child we desig- 
nate as that of Physical aud Spiritual, and this we meet in the very earliest period of life, so early that 
Froebel bids us provide for both natures in the beginning; therefore, his system presents the material ob- 
jects with the developed spiritual nature (Mother or Teacher), to bridge for the child these two great re- 
lated contrasts. So we have the child on one hand, a system of education on the other, and to mediate 
and unite them, the conscious mother or teacher, who, like all mediations, touches the extremes and unites 
them by possessing the qualities of both. 

The association of all material objects of the Universe, together with the laws by which they are gov- 
erned, with the child in organic relation, will lead him to feel that life aud its varied expression, is but one 
great organic whole, of which he is a part, and of which God is the Creator and Ruler. 

This is the avowed object of Froebel's system expressed in the opening paragraphs of the Commen- 
tary of " Die Mutter and Kose Lieder," and I venture to say, that our success with the children, depends 
less upon the systematic use of the material gift aud occupation provided by Froebel, than upon the sys- 
tematic related presentation of the spiritual truth which pervades the "Mother Play." A true program 
must, therefore, be based upon the songs of Froebel, which root the truth deeply in the heart of the child 
by direct appeal to his feelings, and our aim should be, rather to search for that logical progression of this 
truth, which shall best meet the need of the developing child, and fit our gifts and occupations into the 
truth expressed, making them illustrate, in the material sense, the truth which the song emphasizes; so 
shall material take its proper place as the embodiment of the higher, having in itself no permanent value, 
but respected for its transitory expression of the eternal truth. Trusting that the above may clearly indi- 
cate the basis of the program, I will now endeavor to trace the progression which I have followed in the 
presentation of the songs. 

The child must be led from unconsciousness to consciousness of himself as a part of a larger whole, 
through the mediatory efforts of one who has, in a measure, realized this knowledge. 

. The child must adapt himself to three great relations of life — Relation to Nature, to Man, to God. 
The relationship to Nature, externally considered, becomes merely material relation, while the relationship 
to God is a purely spiritual relation. Mediating the two great contrasts is the relationship to Man, and 
like all mediations, it exhibits the nature of both extremes, showing a changing variety in contrast to the 
permanent nature of the two extremes. Nature obeys the same unchangeable laws, God is the same "Yes- 
terday, to-day and forever," but man is ever wandering and "Turns ever to his own way." So we see 



6 INTRODUCTORY. 

that while relationship to Nature has but one phase, and relationship to God has but one phase, the rela- 
tionship to Man must be presented to the children in three phases. To the Family, to Civil Society and 
to the State. The family relation, touches the child in the first stages of his development, and surrounds 
him with the unity of life, based upon harmony and love, which God ordained in the beginning. This 
is the first relation which he feels, consequently it is the first relation which should be made conscious to 
him through reflection, therefore we hold up to him when becomes to us from his home, the family life in 
nature, that he may grow into the habit of intei-pretiug nature by an inner standard which shall make it 
all the expression of one Power. The first week, attracts the child to families outside of his own, thereby 
appealing to his feeling and leading him to feel that the universal family life is based upon the same prin- 
ciple — Love. (Tender care of the strong for the weak.) 

The second week appeals more strongly to the thought, by the observation of the homes, and their 
manner of construction, leading him to think that the universal family seeks the same object. (Adapta- 
bility of surroundings to necessities). The third week appeals to the will of the child, by introducing the 
idea of individual responsibility, resulting in mutual helpfulness, leading him to the thought that the out- 
ward harmony which he feels is a result of the active consideration of the various members of the family 
for each other manifesting itself in loving performance of the duties which devolve upon them. 

In these three connected programs, we have held up the relationship to the family symbolizing the 
ideal attitude of the individual to the institution which most nearly concerns him. The man who feels 
right, thinks right and acts right in any relation of life, may be said to have realized his relationship. The 
hai'mony of any institution depends upon the feeling, thinking and doing of each individual which makes 
up the community. This, then, will be our method in leading the child to realize the threefold relation- 
ship of life; make him feel right by enlisting his sympathies; think right, by exercising his reason to 
abstract the vahie of the thought which underlies the relation; act right, by putting into practice in the 
small community of which he is a part, the same willing service which he is led to perceive in the institu- 
tions of life. 

Each relationship will present itself as a whole in which a number of individuals strive together to 
attain the same object, and the inter-dependence between the one and the many, resulting in harmonj' of 
feeling, thought and will or action, forming an ideal to be early established in the being of the little child. 

So having laid the foundation for all the relationships of life, by the harmony of the family unity, 
we carry the family (of which the child now feels he is an organic member) out into the larger institu- 
tional life of civil society, rooting it in the sjnnpathies first by a reflection in nature. (Fourth week.) 
Then appealing to the thought of the child in the succeeding weeks, whei'e the benefit of the harmonious 
working of a number of families in the relationship of civil society is clearly shown, coming at last to the 
individual responsibility of fitting into the relationships and th6 acknowledgment of universal conditions, 
time and space, again symbolized by nature. The child, permeated by the feeling of the dignity of labor, 
will be ready to enter into the thought of Christmas, becoming a woi'ker in the ideal sense that his work 
is, indeed, a labor of love, and the thought of the Christ who entered into the actual labor of mankind, 
that He might show them the straight road out of labor into light, ever coming to the highest knowledge 
through the work which teaches aud includes the doctrine. 

The transition then follows to the State Relation, representing the good abstracted from the thought 
of many and established as an ideal which demands approximation from all. The individual is thus shorn 
of his individual caprices and led to regard truth or goodness as an ideal outside of himself which is not 
altered by his opinion of it, but which becomes a molding element in his character when he 3'ields himself 
to its influence. The State, so considered, points toward the highest relationship of man, that is, to God, 
the Unchangeable Creator of all, whom man nuist acknowledge as Father, Teacher, Sovereign, which 
acknowledgment necessitates the rendering up of feeling, thought aud will. To our Heavenly Father, our 
deepest feeling. To our Heavenly Teacher, our most profound tldnking. To our Heavenly Sovereign, 
our most willing obedience or action. The child will have abstracted the thought that feeling right, think- 
ing right, doing right, toward the World, Man aud God, is being right, or realizing the end for which he 
was created. 



DIVISION OF TIME. 



9 to 9-10. Group Talks. 



9-10 to 9-30. Singing. 



9-30 to 10-10. Gift. 

10-10 to 10-20. Recess. 

10-20 to 10-40. General Exercises. 

10-40 to 11-10. Games. 

11-10 to 11-50. Occupation. 



11-50 to 12 Closing Exercises. 



Story, Talk, Ball Lesson, 
Bead Lesson or Drawing. 



8 PRACTICAL SUGGESTIONS 

FIRST WEEK. 

SALIENT IDEA, 
Home Life. Place emphasis ou Family Idea. 

SPECIAL IDEAS. 
Birds. Color. 

SONGS. 

"In the branches of the tree." "Thumbs and Fingers." "This is the mother so good and dear." 

Hymn: "Father, we thauk Thee for the night." 

GAMES. 

"Two little birds once made a nest." "Hopping birds." "Flying birds." 

"1 open now my pigeon house." 

STORY. 

Robin Eed-Breast's Visit. 

TALKS. 
Families. Birds. 

MONDAY. TUESDAY. WEDNESDAY. 

Balls. Sewing. Balls. Peas Work. Third Gift. . Sewing. 

THURSDAY. FRIDAY. 

Eings. Mats. Folding. Mats. 

GROUP WORK. 

MOXDAY. 

Talk on the various homes of the children and encourage each child to name the members of his 
family. 

TUESDAY. 

Talk about the pictures of birds brought by the children. 

WEDNESDAY. 

Talk about the things brought to illustrate color. 
t 

THURSDAY. 

Talk about animal families. 

FRIDAY. 

Talk about the story, impressing the facts by the review. 



^ 



FOR KINDERGARTNERS. 

PRAYER. 

We thank Thee, dear Father, 

With hearts glaJ and free, 
For the kind loving parents, 

Given to us by Thee ; 
For the dear little playmates, 

We meet every day ; 
Make us kind to each other, 

Dear Father, we pray. Amen. 

BALLS. 

Birds, in relation to their liome, reflecting tlie experience of tlie little child. 

Just see oar nice warm nest. 

Where the baby birds may rest. 
Until they learn to hop and fly, ^ 

To take good care of them we'll try, *~ 

So here we let them stay 

Until they learn to fly away. 

"The little birds hop in their nest so cosy and so warm." 
"The little birds hop out of their nest so cosy and so warm." 

Fly, little birds, up, up so high. 

Where the sunbeams live in the bright blue sky ; 
When you are sleepy, fly back to your nest. 

And we will sing you a song while you sweetly rest. 

"Hush-a-bye, birdie, we'll sing you a song. 
One that is sweet and not very long." 

Our birds are re.'sting, and we will talk about them softly, so they will not be wakened. Where were 
thev at first? In their nests. "What did thev do? Tried to hop about in their nests, so that their legs 
might become strong; then they hopped out of their nests and became acquainted with their little neigh- 
bors, just as you will become acquainted with the little children in the Kindergarten. After having hop- 
ped about in this manner, they became strong enough to use their wings. They tried to fly up, up so 
high, to the home of the little sunbeams, but found it such a long distance, that they decided to come 
back again to their nests where they found their mother waiting for them. I think I should like to count 
some of these birds while they sleep. AVould you like to help me? I mean to count all that look like 
mine. Hold up red bird; count one, two, three, etc., until all red ones are counted. Now, I mean to 
put my little bird (red) to sleep in this box. Every one who has a bird like mine may bring it here and 
put it to sleep with mine. Now, this other little bird (orange) shall go to sleep in another box. All who 
have one like this may place it in the same box. Then yellow, green, blue and violet in same manner. 

Through this lesson the children will have an experience of the process which underlies all develop- 
ment, and by the definite putting away, an experience of classification and a strong sense impression of 
color, by the exercise of sight recognition. 

Ask children to bring pictures of birds. 

BALLS. 

SECOND LESSON. 

Repeat the lesson of yesterday. It will appeal more forcibly to the children, as they will be able to 
help sing to-day, having lived through the gesture previously. After tlie song sequence is completed, and 
birds are resting in their nests, ask the children to peep into the nests and find out the color of their bird's 
feathers; red, orange, yellow, etc. See that you have about the room, fruits and flowers of the six 
colors. Let children individually find something, which has the same color as their birds. 

Pass around rapidly a box containing strips for making chains in the six colors. Each child must 
take one strip of the same color as the bird he holds. Pass the box quite rapidly, so as to test the 
readiness of the child to perceive the like quality in another form. Come back to the children who 
could not get the strip the first time, and let them match the colors. Take up balls, but hang one of 
each color upon the wall in the order of a spectrum — red, orange, yellow, green, blue, violet — and say 



10 



PRACTICAL SUGGESTIONS 



to the children, "If 3'ou find anj^thing at home, which is like the color of any hall, you may bring it to- 
morrow and pin it under the hall which it is like." Make chains, giving each child strips similar to the 
one which is like his ball. Take home. 

THIRD GIFT. 





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Connect with the story. Where do the birds buihl their nests? In the branches of trees. You may 
try to nudve me a tree. (See No. 1. ) 

This will utilize the natural tendency of all children to mass material. 

What kind of a tree shall it be? Select cherry tree from among those named, because the young 
robins will like to eat cherries when they are old enough to fly among the branches. Make a nest with 
the hands and hold it up in the top of the tree and sing, "Just see our nice warm nest." 

This is the bird's home. Now we will make the home of the little girl whom the baby robin visited. 
Who can build her house? (See No. 2.) Try to get a house from the children. If one child makes 
one better than the others, induce the children to copy it by saying, " We will all change our houses into 
one like Mary's, so that they n;ay be alike." 

In this lesson you will have hinted at the transfer of harmonious family relation from the life of the 
birds to the life of the child, which is the truth contained in the song of the bird's nest. 

RINGS. 

Picture of three cherries that grew in the tree where the robin built his nest. 
Allow the children to color inside the rings wiih red chalk upon the table. Each child 
counts one, two, three cherries; then count his own and his neighbor's; one, two, three, 
four, five, six cherries. 

This M'ill foreshadow the emphasis upon round, which will be presented in next 
week's programme. 

MATS. 

Ked, normal and light. Strips, half-inch in width. Precede with a short talk about some birds who 
weave their nests out of strings, horse-hair, etc. 

Emphasize the activity, weaving. Can any of you weave this needle in and out, in and out, into this 
mat? Simply hold before the child the idea of weaving. Let number and form alone until some future 
time. Notice the child who succeeds in producing squares by weaving one up and one down. Hold it 
before the children and ask if the form looks like anything which they have seen before ? Show them 
that it is like the face of one of the blocks. All try to weave mats just like this one. Just try to have 
them grasp the principle of weaving in this fii'st lesson. 

PEAS WORK. 

Experience of position. Stick with one pea upon the end, call it a hat-pin. Stick with one pea in 
the middle, a breast-pin. Stick with one pea upon each end, a dumb-bell. Stick with one pea upon each 
end and one in the middle, breast-pin. 




FOR KINDERGARTNERS. 11 

FOLDING. 

Fold -A red bird. Use red paper large size and fold the life form usually called the chicken, letting 
children name it a red bird, to connect with the thought of the week. Fold one to take home and one to 
put in books. 

SEWING. 

A simple picture of a wood-pecker, as the red upon his head will more nearly approach the normal 
tone. The picture should be simple enough to complete in two sewing hours. Children sew outlines of 
complete objects, which suggest familiar ideas, far more readily than unrelated lines. 

DRAWING. 

Give piece of paper from brown practice block, rough surface. We will draw a family to-day in 
such a funny way. You may all place your hand upon your paper, spreading out the fingers, and draw 
with your pencil around each finger. Take away hand and mark the finger nails, then put a ring upon the 
finger next to the little one. Name the fingers, "This is the mother so good and dear," etc. Let them 
copy upon white drawing paper, not ruled or dotted, and take the brown paper home. 



12 PRACTICAL SUGGESTIONS 

SECOND WEEK. 

SALIENT IDEA. 

Adaptation of homes to their occupants. 

SPECIAL IDEAS. 
Eound. Red. Perchers. 

SONGS. 

Same as last week with addition of, " Wh}' do you come to my apple tree?" 

GAMES. 

Same as last week with addition of, "See my little birdie's nest?" "Snail." 

STORIES. 

A little boy's dream. Charlotte and the Fairy Dwarfs, 

TALKS. 

Homes. Perchers. 

MONDAY. TUESDAY. AVEDNESDAY. 

Balls. Modeling. Second Gift. Folding. Second Gift. Pasting. 

THURSDAY. FRIDAY. 

Rings and Sticks. Sewing. Third Gift. Sewing. 

GROUP WORK. 

MONDAY. 

Talk about all living things which have their homes in the ground. AVorms, snakes, ants, prairie 
dogs, gi-ound hogs, trap-door spiders, seeds, bulbs, etc. 

TUESDAY. 

All living things which have their homes in the water. Fishes, whales, water frogs, tad-poles, alliga- 
tors, sea-lions. 

AVEDNESDAY. 

All living things which have their homes visible above the earth. Birds, dogs, deer, liears, l)utter- 
tlies, many insects and man. 

THURSDAY. 

Material used by man in making houses. Cloth for tents, wood for frame houses, stone and lirick 
for brick houses. Which is most easily moved? Tent. Who uses them most? Soldiers and people who 
cannot stay long in one place. Which kind lasts longest? Which kind would you like to have? 

FRIDAY. 

Who made the very largest home that was ever made? God. What is the name of the home which 
he made? Earth. AVould ^-ou like to know the name of the mother in this home? She is called Mother 
Nature. Name some of the people who live in the earth-home. Indians, Negroes, Esquimaux, Arabs, 
Chinese, etc. Name some animals. Dogs, bears, lions, etc. Some birds. Oriole, wood-pecker, etc. 
Some insects. Flies, ants, butterflies, etc. Some plants. Roses, lilies, oaks. Some fishes. Goldfish, 
minnows. Each child should name one thins;. 



FOR KINDERGARTNERS. 13 

BALLS. 

" In the branches." "Just see our nice warm nest." " Rock-a-bye birdies on the tree top." Change 
the last two lines of the latter song as follows : 

And the birds sleep so snug in tlieir nest, 
While their mother keeps watch o'er their rest. 

Complete the song sequence with, " Hush-a-bye birdies, I'll sing you a song." 

I will take all the birds out of their nest, and you may look at the nest. What shape is it? Round. 
Did the little bird fit into it? Yes. Why? Because he has a round body. When a mother bird is build- 
ing a nest, how does she make it fit her 'i She gets into it and presses her little round breast against 
every part until it is just right, and shaped like her own body. Birds uuike their nests fit into the places 
where they build them, making tliem of the same color, so that they would be hard to find by one who 
wished to harm them. Some small birds build high, because they fly easily. Large birds usually build 
near the ground because their bodies are heavier. We have found that our nest is round; see if you can 
find anything in this room which is round like the nest, and like the little bird which we had in it this 
morning. I will hold up this little red bird so that you may see it while you are searching. When all 
round things in the room are found, name fruits and vegetables which are round. Ask children to bring- 
round things to the Kindergarten. 

SECOND GIFT. 

To-day we will have a new I)ird for our nests. This bird lives in a nest in the trunk of a tree. Place 
arms close together with elbows upon the table, hands joined at the back, small round opening in front 
formed by spreading thumbs. His name is, " Wood-pecker," and we will sing to him just as we did to the 
little birds yesterday. Sing, "Just see our nice warm nest," and, " Hush-a-bye birdies." Now we will 
let him hop out of his nest. Let children observe the noise which this bird makes and connect it with the 
hammering of the wood-pecker. This will attract attention to the difference in material. 

SECOND GIFT. 

SECOND LESSON. 

Analytic lesson, preceded by a story of two little brothers who lived in the same house, one of whom 
always wished to be moving and rolling about, but the other always wished to sit still. A little sister 
came who liked to roll, and also to sit still, so then they M-ere happy together, because each had a 
playmate. Take out sphere and roll. Why does it roll? Because it is round. Has it corners? No. 
Take out cube. Can it roll? No. Why? The corners and edges prevent it. Take out cylinder and roll 
with the sphere. Why can it roil with the sphere? Because it has a curved face. Let it stand still with 
the cul)e. Why can it stand still with the cube? Because it has a plane or flat face also. How many 
faces has a sphere? One. Count faces of cube. Six. Count faces of cylinder. One curved and two 
flat. Show corner on cube, also edge. Show edge on cylinder and notice difference. Now take up each 
one and have children observe that it is M'ood all the way through. That it is long, broad and thick. 
Explain the words, finding long things, broad things, thick things, and then tell, thai we call all things 
which are long, broad and thick, solids. Find other solids about the room. 

RINGS AND STICKS. 

Mother cat and kittens, sitting on a fence in the sun- 
shine. Illustration of the family idea among animals. Tell 
how mother moves them from place to place by taking them 
in her mouth. 

Whole rings, large and medium size. Half rings, me- 
dium and small size. Ears, small sticks. 




14 



PRACTICAL SUGGESTIONS 

THIRD GIFT. 






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Now we are to build with our blocks to-day, but before we open boxes, I want you to look at the lines 
upon the table. Why are they here? To place our work upon, and we must make everything we do fit 
into its home among these lines just as the birds make their homes to fit them. From every line to the 
next one, means one inch, so that wc may measure things just as the man in the store measures dress goods 
for 3'our Mamma. Have each child show one, two and three inches. Tiien give a strip of paper, asking 
him to measure and cut one, two and three inches. Eepeat this frequently as a general exercise until the 
children know what inches are. Build a short sequence of objects used to furnish a home. Stove (1), 
chair (2), two chairs (3), two beds (4), table (5). 

BEADS. 

A plate of various colored beads upon the table. Each child have one five inch stick. Hold up red 
ball and say, " You may place upon your stick a })ead just the color of this ball." Formulate, "I have 
placed upon my stick one bead like your ball." Hold up in succession, each of the six colors, child finding 
the bead like it, and placing upon his stick. Ccnint beads. How many kinds have we? Take off in 
the same manner choosing balls, which will necessitate child searching for color : namely, hold up green 
ball, saying, "Take off the bead like this ball and place it in the plate." He will have to remove other 
beads and replace them again. Put all away in this manner. 

MODELING. 

Bird nest, upon three twigs, containing two eggs. 



Salt cellar for tabic. 



FOLDING. 



PASTING. 



Cut a large white circle the size of a fruit plate. Paste in the center of this, three small sized red 
circles. Cut small green stems and add to them making cherries. Take home. 

SEWING. 

A picture of three red balls upon circular disc of card board. Sew in normal red on gray card board, 
and leave in the child's box for lines illustrating position to be filled in next week. Use them to emphasize 
round, this week. (See figui'e 1, Circular Sewing in Appendix. This illustration is full size.) 



DRAWING. 

Give brown pi'actice paper and place before each child the nest made in modeling. Let them draw it 
just as they see it. Accept the crude drawing and do not impose your idea upon the child. Let the 
drawing be an absolutely free expression of that which he observes. Let him copy upon white paper and 
take the first drawing home. 



16 PRACTICAL SUGGESTIONS 

THIRD WEEK. 

SALIENT IDEA. 

L">utj of individual members of a home. 

SPECIAL IDEAS. 
Position. Orange. 

SONGS. 

"What's This?" "Flower Basket." 

GAME. 

We birds, we are a merry set. 

STORIES. 
Three Butterflies. The Storks. 

TALKS. 
Taniily duties. Scratching birds. 

MONDAY. TUESDAY. WEDNESDAY. 

Balls. Modeling. Second Gift. Mats. Third Gift. Sewing, 

THURSDAY. FRIDAY. 

Rings. Pasting. Mats. Sewing. 

GROUP WORK. 

MONDAY. ^ 

Talk about fruits which grow up in trees. Give colors and shapes, and name parts. Outer skin, 
pulp, juice, seed, core. 

TUESDAY. 

Vegetables which grow down in the ground. Radish, turnip, potato. 

WEDNESDAY. 

Nuts and vegetables which grow hi shells or pods. Cocoanut, waliuit, beans, peas. 

THURSDAY. 

Vines which twine avouml other things. Grape vine, honeysuckle, morning glory. 

FRIDAY. 

The things we obtain out of the interior of the earth. Coal, tin, oil, lead, rock salt, gold, silver, 
diamonds. 



FOR KINDERGARTNERS. 17 

BALLS. 

"Now lot your soft balls rise." "You arc tired, little ball." "From front to back, now swing." 
"Now swing from left to right." "Round and round it goes." 

Just play the games that the child may be attracted to the activity and gain the experience of posi- 
tion in a general way. Hold all the balls up, now down. Now out in front, now back. Now on right 
side, now on left side. Repeat rapidly, children suiting the pro[)er word to the activity. Up, down, front, 
back, right, left. Take all the balls away except the orange balls. AYe will have all the little balls which 
are left, play. Repeat the games and the similarity of color will attract the child. What color are these 
little balls with which we have been playing? Orange. Some child find the orange collection and take it 
down. Find all other orange things in the room and upon the children's clothing. Name things which 
they know about, and ask them to add to the orange collection sufficient to make a chart. (See color 
charts in Appendix. ) Results gained, a definite experience of position and the color orange developed. 

SECOND GIFT. 

Sympathetic analysis of sphere through change of position. "A sphere is in my hand, you see." 
(Defines position as the manner in which objects occupy space, by the impossibility of two objects occu- 
pying the" same space at the samo time.) 

"In a straight line the httlo sphere." "Round I run." (Permanency of form not dependent upon 
change of position.) "A sphere I am wherever I go." 

THIRD GIFT. 

Develop position. Find all corners above, all corners below. Give in addition a second gift box lid 
to each child, also five three-inch sticks and a small cubical bead. All the little folks may get up on their 
feet. What are you doing? Standing. Now sit down and build me a post which shall stand just as you 
did. We will count them eight at a time. One, two, three, four, five, six, seven, eight posts standing. 
One, two, three, four, etc. The repetition will impress the position upon the children. Let the first ten 
children find or name individually something which stands. Build cube. When you go to bed at night 
what do you do? Lie down. You may all make me a post which shall be lying. Repeat counting by 
eights, substituting lying for standing. The next ten children find or name individually things lying. 
Build cube. What do you do sometimes when you are tired? Lean against something. Place one short 
end of this box lid upon your cube-box and place upon it a post leaning. Repeat counting by eights, sub- 
stituting leaning for lying. Ten children find or name leaning things. Build cube and put away. Take 
one stick and place in small bead cube to secure standing position. Take one more and place it lying 
from front to back, and another from left to right, Take the remaining two and place ends upon bead 
cube, one leaning on right side, one on left. Now introduce the word position, having children formulate 
standing position, lying position, leaning position. How many in a lying position? How many in a lean- 
ing position? Hold one finger in a standing position; hold it in a lying position; hold it in a leaning 
position. Draw upon the board, lines in three positions. 

RINGS. 

One large ring, four medium. Make large one fit into two inch square. Place one medium in front, 
one back, right, left. Have children find rapidly as you call for the positions, middle, front, back, right, 
left. Then individual attention, each child point to ring and tell the position. 

BEADS. 

Plate of second gift beads. Hold up sphere of second gift. You may place two beads which look 
hke this upon stick. Hold up cube. Place two like this upon stick. Hold up cyhuder. Place two like this 
upon stick. How many beads altogether? Six. How many kinds of beads have you? Three. Hold 
stick vertically. Where are the two beads which are like this form? (Sphere.) Below. Like this? 
(Cylinder.) Above. Like this? (Cube.) In the middle. You may change the two like this (cylin- 
der) so that they will be below. Hold up each form again and have children tell where they are. Now 



18 PRACTICAL SUGGESTIONS 

change the two like this (cube) so that they will be below. Hold up forms again and ask where they are. 
Have children take them off and put away in the same manner. (Sight recognition of form.) 

MODELING. 

Baby rattle from sphere. Roll clay about a five-inch stick and add a circle upon end for handle. In 
the talk, define the position which baby holds in the family, and the relations of the other members to 
him. Emphasize his dependence upon the older members, and the happiness he brings to them. 

MATS. 

Red mat, normal and light. Strips half-inch in width. Use it to emphasize positions — up, down. 
We have been playing with our balls this week, putting them in different places. While we weave our 
mats to-day we will think, up, down, up, down, just as we placed our balls, and we shall lift one strip up, 
just as we raised one ball up, and push one strip down, just as we placed one ball down. When the strip 
is drawn through, count how many strips were lifted up and how many were pushed down. All those 
which we left down have something upon them which was not there before. What does it look like? 
Like the face of our blocks. Pass a small cube and let child compare the result in his mat with the face. 
Do not name it square, but lead him to observe the form from the beginning, that he may not fall into the 
habit of weaving his mat wholly according to number. Thus the mat may bring out the thought of the 
week. 

SEWING. 

Give children the page which they sewed last week and have them sew a line in a standing position in 
the first circle, lying in the second, and leaning in the third by connecting the small lines indicated at 
opposite sides of circumference. Then give a sample card of pricked card board containing five holes in 
width. Ask children if they can put one standing, one lying and two leaning lines upon this card so that 
they will all cross in the middle and look like the spokes of a wheel. When one child has discovered this 
arrangement, hold it up and have the others copy. Thus one child becomes the inventor and all have the 
opportunity to so become. Lead them to repeat, in order to form border, making a concrete use of ele- 
ments, instead of merely reproducing them disconnectedly. When finished, paste in book below page of 
circles containing all these lines. (See Sewing in Appendix.) 

PASTING. 

In books, upon page opposite red mat, circles, connecting with ring lesson. One circle in middle. 
Do not mark middle. Let children find and paste for themselves even if they make mistakes. Cut two 
circles into halves and paste in front, back, left and right, curved sides touching. This page, with the 
red mat opposite, will illustrate the child's experience of position. 

DRAWING. 

Little child's face. John may stand up here and all the little children may try to draw his face, put- 
ting his eyes, nose and mouth in the right place. Pass your finger about his face so as to suggest the cii-- 
cular outline to the children. Draw the outside of his face first. Now John may close his eyes. What 
do his eye-lids look like now? Just like straight lines in a horizontal position, so you \\\A,y draw them 
just as you see them. (Two short horizontal lines.) Draw one for his nose, and one a trifle longer for 
his mouth. He looks just as though he were asleep. Let us see if we can make him laugh, so that wo 
may take his picture when he is laughing. His eye-lids and mouth seem to curve upward now, so we will 
draw curved lines instead of straight ones. I wonder if John can show us how he looks when he cries. 
All the little lines curve down now, and he looks sorry, so we will put curved lines turned down. This 
will cultivate the children's observation if the teacher will allow him to represent just as he sees, however 
crude the execution may be. Copy and take home original. 



20 PRACTICAL SUGGESTIONS 

FOURTH WEEK. 

SALIENT IDEA. 

Relationship of family to Civil Society, foreshadowed by a reflectioo in the bird life. 

SPECIAL IDEAS. 
Two points in position. Number. 

SONG. 

"The Swallow." 

GAME. 
" Hasten to the meadow, Peter.'" 

STORIES. 

" Nest on wheels." "Adventures of a Mouse family." 

TALKS. 

Natural Architects. Plant doors. 

MONDAY. TUESDAY. WEDNESDAY. 

Balls. Sewing. Second Gift. Modeling. Third Gift. Mats. 

THURSDAY. FRIDAY. 

Rings. Pasting. Folding. Sewing or Mats. 

GROUP WORK. 

MONDAY. 

Give each child two sticks. Every one count his own sticks. One, two sticks. One, two sticks, etc. 
all around. Then begin to combine. Each two children hold their sticks together. First one count, one, 
two; next one continue, three, four sticks. Then the next two children do likewise. Now have three 
children to combine. One, two; second child continue, three, four; third child continue, five, six sticks; 
next three do likewise. 

TUESDAY. 

Two sticks. First child one stick, two sticks, two sticks, one stick. Each child do the same. Two 
children continue; first child one stick, tvvo sticks; second child three sticks, four sticks; four sticks, 
three sticks, first child, two sticks, one stick; next two do likewise. 

WEDNESDAY. 

Two sticks. Each child, two sticks. Repeat several times until the repetition of the number two 
impresses itself. Then first child say two sticks ; second child hold his sticks to them and say four sticks ; 
next two do the same. Then try two, four, six, eight. 

THURSDAY. 

Each child three sticks. Hold them up and say I have three sticks. Teacher take one. "Now I 
have two sticks." Take another, " Now I have one stick." Take another, "Now I have no stick." How 
many did I take from you? Three. Repeat with every child. 

FRIDAY. 

Three sticks. Each child say, one stick from three sticks leaves two sticks. One stick from two 
sticks leaves one stick. One stick from one stick leaves no stick. 



FOR KINDERGARTNERS. 



2:2 



BALLS. 

Arrange children in rows facing the same way. Slug the following song: 

"My ball is left above, and now 'tis right below; 

From place to place as we make it move, 
' Tis still the ball we children love, 

And now from right above to left below it will move." 

Same air as, "Now let your soft lialis rise." Find things on the right side above, in the room ; 
,eft below, etc. 

SECOND GIFT. 

Take out the cube which is not perforated. • Let children place it back upon the table and roll sphere 
against the face in front; then stand and roll from the back so a? to strike the face at the back; then 
from the right striking the face on the right, and then from the left; lift sphere and drop upon the face 
above. Lift cube and toss up sphere, so as to touch face below. Formulate, the face touched each time. 
Put spheres in box. Hide cube in hands. Sing, "Nothing but two hands I see." "Of the cube 
one face I see." "Of the cube two faces I see." "Now count the faces, one, two, three, more at 
one time you never can see." Then count all faces. "Here is one corner, where are the others." "Here 
are two corners," etc., with three and four corners. Place on table and touch with two thumbs and two 
pointer fingers, the four corners above. Formulate four corners above. Find four below and formulate. 
Place fingers on four above, and remove two pointing fingers. Where are these two? Above. But 
where else? In front. Formulate two corners above in front. Replace pointer fingers and remove 
thumbs. Where are these two? Above at the back. Find those below in same manner. Hide cube and 
sing, " Here is one edge, where are the others?" Then find four edges above by running the fingers 
around the cube. Formulate four edges 13'ing above. Then four edges lying below. Find the four 
standing edges. Bring things to the Kindergarten like cube. 

THIRD GIFT. 

WEDNESDAY. 









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Connection with the talk on, "Natural Architects." Show how man finds his material to make every- 
thing which he creates, from nature just as he finds his food. Build parts which go into house. Stones 
for foundation (1), Long boards for floors (2), Short boards for halls and stairs (3), Window frames 
(4), Door frame (5), House (6). 

RINGS. 

One large ring, four medium. Large one in the middle, medium arranged right in front, left at the 
back, left in front, right at the back. Be very careful to make a distinction in the use of words which 
formulate position, never using above, below, where the work is in a Ij'ing position on the table. When 
the child pastes and holds up his book, he may use above, below. K 30U will allow the child to color 
inside the rings with orange chalk, you will make the connection with the pasting more definite and lay the 
foundations for the relation of color to form, in artistic productions. Count rings. Draw on the board. 



22 PRACTICAL SUGGESTIONS 

BEADS. 

Three red and three orange beads in plate (Sphere). Place one red, one orange, one red, one orange, 
one red, one orange. Read one red, one orange, one red, one orange, one red, one orange. Read 
one, two, three red; one, two, three orange. How many kinds? Two. How many of each kind? 
Three. Place all of one kind together. Count one, two, three, one, two, three. How many times did we 
count three? Two times. Place back into plate. Now you may arrange them upon your stick as you 
like. Each child reads his own. 

MODELING. 

A small bowl from the half ball to connect with " Hasten to the Meadow, Peter." Merely flatten a 
little upon the bottom so that it will stand. Let children try to make a spoon. Talk about how we must 
get our food from nature just as the birds do, and how Peter and Mollie and Mamma all help the baby to 
get his milk and bread, but above all, is the God who makes the grass grow, which feeds the cow. 

MATS. 

Oi'ange mat, normal and light. One wide, one narrow strip. Place before each child a third gift. 
Take out one small tube. Make something in your mat which shall look like this small face. Do not name 
square. Let your children get a strong sense impression of form through active experience, always before 
you name it. Now put small cube in its place. Let the next strip make something which shall look like 
this large face. When the two strips are in, take away cube and let child proceed with the mat. He will 
be very sure to call the forms, mamma and baby as the talks of the preceding week will make him have 
the disposition to seize everything in the family relation. 

SEWING. 

Pictures of three balls in orange colored zephyr. Have children hold up their cards and individually 
name the positions of the circles ; right above, left above, middle below. Leave them to be filled in with 
the angles which will follow later. 

PASTING. 

Orange circles. Cut two circles into half circles, arrange as the rings, with curved side touching 
circles. Let the child paste middle circle and then arrange half circles in the proper positions, depending 
upon his eyes and hands. Make no marks to indicate the position for him. Oblique illustrated. 

FOLDING. 

Life forms. One paper transformed into six or eight forms. Begin with tablecloth, table, letter 
case, rabbit, boat, boat with sail, chicken, duck. Reproduce duck in small orange paper making three 
ducklings. Paste in book, opposite orange sewing. Let children draw with gray and blue chalk several 
waving lines to represent water. Finish sewing and mat if necessary. 

INTERTWINING. 

Give each child a piece of pasteboard upon which has been carefully drawn an accurate square. Give 
an orange strip of intertwining paper, ready folded. Let child paste the end of the strip about the middle 
of the side of the square in front, laying it along the line. At the first angle on the right side, fold over 
to back, laying along the right side. At the angle at the back fold over and to the left. Next angle fold 
over and to the front. Next, over and to the right. Loosen the end pasted, cut and slip one end into the 
other, laying upon square to see if every side is equal. Paste in books opposite page reserved for trades 
pictures. 

DRAWING. 

Hold ball suspended from one hand by stnng. Let children draw it as they see it. Hold it with 
string down. Draw it in many positions letting children represent the directions of string and position 
of ball. 



24 



Carpenters of many lands 



PRACTICAL SUGGESTIONS 

FIFTH WEEK. 

SALIENT IDEA. 
Relationship of family to civil society. 

SPECIAL IDEAS. 
Angles. Opposite. 

SONG. 
*' Carpenter." 

GAME. 
Bridge. 

STORY. 

"Three Bears.'* 
TALK. 

Swiuimers and waders. 



Natural bridges. 



MONDAY. 


TUESDAY. 


WEDNESDAY. 


s. Modeling. 


Third Gift. Folding. 

THURSDAY. FRIDAY. 

Third Gift. Pasting. Sewing. Peas Work. 


Sticks. Sewing 



GROUP WORK, 

MONDAY. 

Give each child a second gift cube. Everyone show an edge and run finger along the entire length. 
Then each child use two fingers and run along edges which meet. What do these edges do, here where 
our fingers stop? They touch. Find two others which do the same. Each one may take hold of his 
neighbor's hand. AA^hat do we make when we all touch each other in this manner? A circle. This will 
foreshadow the thought of angles which will be developed during the week. 

TUESDAY. 

All the forces which come in contact with a plant. When a little seed is planted what touches it all 
around? Tiie earth. When the little roots begin t(j go down, what touches them? Eai'th, and some- 
times a mineral rock, and the little living creatures that live in the earth. When the leaves come above 
the earth what touches them? The sunbeams, the air, the dew, the rain, strong winds. What does the 
touching of all these things do for the plant? Makes it grow. (Thought: Contact produces results. ) 

WEDNESDAY. 

Sit in two rows. First child show the child across from him. Each one do the same. Then the other 
row, show likewise. We say things are opposite when they are just across, one from the other. Each 
child may join hands with the one opposite. What are we doing? Touching each other. What does it 
look like? A bridge. 

THURSDAY. 

What a bridge does. It joins the opposite banks which are separated by a brook or river. Tell all 
the places which a bridge may join. Opposite sides of a deep hollow in the woods. Over a small streai 
a large river, &c. 

FRIDAY. 

Natural bridges. (Sec talk.) 



FOR KINDERGARTNERS. 

BALLS. 



25 



Introduce salient idea of week by the Fruit Vender game. 

"I am a little merchant." 

"Oranges ripe, oranges ripe, who will buy my oranges ripe?" 

Sell six or eight, then let children find them. Talk upon the huckster who brings fresh fruits and 
vegetables to our dooi's, and his usefulness to the families. 



THIRD GIFT. 




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5 6 7 

Carpenter's tools. Tool box (1), bench (2), mallet (3), plane (4), square (5), gimlet (6), saw (7). 
Talk about the use of each tool. As the result of using all these tools, together with his hands, eyes, 
thinking-cap, he makes houses, tables, door-frames, bridges, ships, forts for soldiers, &c. Have children 
place their fingers into the places where the sides come together, noticing whether it be lai'ge or small, to 
prepare for angle lesson. 

STICKS. 

Develop angles. We have been talking of families, which are alive, but to-day we will have a family of 
three little things which belong together, and any one may make them at any time when they have once 
learned how. You may take one two-inch stick. Hold it in a standing position with the thumb and f oi'efiuger 
of left hand. Now take another stick just like it and hold it in a lying position, with the right hand and 
make it point towards the other. Now the}^ are far apart, but we will let them take a little journey. See 
they are coming closer and closer, and what have we made them do? Touch each other, just as we 
touched each other in our group work this morning. Lay them carefully down upon the ta))le still touch- 
ing, and each one upon a black line. Take in the left hand athree-inch stick and hold in a standing position. 
Take in the right hand a two-inch stick and hold in a leaning position, pointing toward the one in the left 
hand. Make them take a journe}- until they touch, as you did M'ith the others. Now place upon the table, 
the long stick lying upon a black line from front to back, while the short stick will not be upon a line. Take 
one more three-inch stick, hold in a l3'ing position, with left hand. Take a one-inch stick, hold in a lean- 
ing position with right hand, and move until they touch. Place upon table the long stick on line from 
left to right, the short stick, not upon a line. Place your finger in the place where the sticks touch in the 
first thing made, then in the second, then in the third. Which is the largest place? Which the smallest? 
Which medium sized? Make with two fingers the medium sized angle, then the small, then large. We 
call this family the angle family. Can yow find the papa angle ? Then the mamma angle ? Then the baby 
angle? I will show you a way that will help you to always know the mamma angle when you see it. Give 
each child a square of paper. Touch the angle and say, "This part will always just fit into a mamma 
angle. Try it and see." Have them try to fit into the others, saying, "This one is too large, and this 
one too small, but the mamma angle is just right, so people have named it the mamma right angle." As 
the children come to be familiar with the angles, gradually withdraw terms mamma, papa and baby, sub- 
stituting right, acute, obtuse. The baby gets its name from being small and is called acute angle, while 
the papa has a name which means big : obtuse angle. Send children to the board to draw the angles. 



26 PRACTICAL SUGGESTIONS 

Give them small strips of paper to take home to paste together, forming angles, and bring them back to 
you, impressing on them that jou wish them to try to do it for themselves. 

THIRD GIFT. 

Carpenter sequence repeated from memory. Then go through sequence, having children in succes- 
sion retain one form, so that the entire sequence may be seen. Let children march around tables so as to 
see it as a whole. 

MODELING. 

Orange and half orange. Have the two passed about so that children may observe, and let them try 
to reproduce just as they see. Remember that modeling is the most concrete form of drawing, and that 
the object of drawing is to provide a means for the expression of thought accumulated by observation. 

FOLDING. 

Three papers. First, a bridge as follows: Fold a book, then fold pai'allel sides to the middle line. 
Then fold boat to sail on river, and a fish to swim in the water, out of a small paper. 

FOLDING. 

SECOND LESSON. 

First sequence. Forms of beauty. Salt-cellar, ground form. Yellow. Emphasize the right angle, 
as you fold it in and out. (See Folding, Appendix, figures 2, 3, 4, 5, 6, 7.) 

SEWING. 

Sew the angles into the orange circles, which were sewed last week. Give a sample piece of card- 
board. Ask children to make a standing and l^'ing line cross each other, making four 
mamma right angles as they did inside one circle. Can any one join baby angles to the 
ends of these lines so as to make a star? When a child discovers this form, let him go to 
the board and draw it. Then ask all to copy. Give a strip of card-board to each child and 
let him sew a border by repeating figure. Color, orange. Paste below circular sewing. 
(See figure 2, Circular Sewing, Appendix.) 

DRAWING. 

Children illustrate story of the "Three Bears." 

PEAS WORK. 

Reproduce the three angles. 

PASTING. 

Normal yellow. Large circle in center. Cut another circle into four parts, producing right angles. 
Paste front, back, right and left side, curved sides touching middle circle. 




28 PRACTICAL SUGGESTIONS 

SIXTH WEEK. 

SALIENT IDEAS. 

Eelationship of family to civil society. Emphasize particularly what the universal labor brings to th* 
individual child. Growth of man's dependence, a factor in civilization, 

SPECIAL IDEA. 
Angles. Square. 

SONG. 

"Joiner." 

GAME. 
"Cat and Mouse." 

STORIES. 
"David and Goliath." "The Lion and Mouse." 

TALKS. 
The many who assist in the production of the house by supph'ing different parts. 



MONDAY. 



TUESDAY. WEDNESDAY. 



Second Gift. Modeling. Third Gift. Pasting. Squares. Mats. 

THURSDAY. FRIDAY. 

Sticks. Sewing. Mats. Peas Work. 



'»• 



GROUP WORK. 

MONDAY. 

Examine tools of carpenter and joiner. Saw, hammer, plane, gimlet, auger, plummet, square meas- 
m-e chalk, carpenter's pencil, sand-paper, chisel. Have as many as possible, or the pictures of them. 
The children will have brought a number for the chart. Each group take about three tools. Examine 
material of which each is made, tell the use ; for instance, saw is used to make the long boards short ; plane 
and sand-paper used to make rough boards smooth, etc. 

TUESDAY. 

Materials for a house. Wood, nails, screws, hinges, glass for windows, stone, brick, mortar, pipes, 
mantles 'n-ates. Wood obtained from the trees which grow in the forest; nails made of iron found in 
the o-round ; glass made by the glazier from sand, etc. 

WEDNESDAY, 

Everybodv who worked that the house might be Inult. Woodsmen, men who work in planing mills, 
the men who drive the wagons which bring the lumber, and the engineer and othor men who run the 
freio-ht trains, if it is brought from another part of the country; men who work in the nail and screw 
miUsj the manufacturer of glass and the plumber. Tell what part each one supplies. 

THURSDAY. 

Furniture of house, necessary for use and comfort. Stoves, to make it warm. Beds in which to 
sleep. Chairs, tables, wardrobe for clothing, bureau, lamps. 

FRIDAY. 

Furniture, ornamental and for the pleasure of family. Carpets, rugs, sofa-cushions, pictures, piano, 
books. 



FOR KINDERGARTNERS. 



29 



SECOND GIFT. 



Cylinder. Hide in hands. "Nothing but two hands I see, where, oh, where, can my cylindei- be?" 
"Here is one face, where are the others?" Let cylinder roll from right hand into the left hand. How 
many faces did it roll upon? One. We will call that face a curved surface. Now let it stand. Notice 
the face above. What shape? Round. Find another i-ound face below. What are they to each other? 
Opposite. What connects them? The curved surface. Pass your finger around the edge above. Is it 
like the edge of the cube? No, it is curved. Howmany curved edges? Two. Has it any corners? No. 

Now take sphere in one hand and cylinder in the other. Tell what they have alike, and unlike. 
Both have a curved surface, and both are without corners, but the cylinder has two round, flat faces, and 
two cui-ved edges, which the sphere has not. Now take cylinder and cube. Both have plane faces and 
have edges, but the faces of the cylinder are round, while the faces of the cube are not. The edges of 
cylinder are curved, and those of the cube are straight. The cube has more faces than the cylinder, and 
it has corners, which the cylinder has not. Which of the two have nothing alike? The sphere and 
cube. Put away sphere and cylinder and keep cube. Hide with hands all but the face above. Look 
at this face. Count its sides, one; two, three, four. What kind of angles? Mamma right angles. 
Count. Are the sides all the same? Yes. Examine the face opposite in the same manner, then in 
front, etc. We will name these faces square. Find other squares in the room. 



THIRD GIFT. 




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House (1), church (2), boat (3), bridge (4), table (5), chair (6), bed (7), wardrobe (8), com- 
bining works of carpenter and joiner. When children have completed sequence, build again, letting each 
child keep a form in turn. Individual attention, having children find square faces upon their forms. 



SQUARES. 

Give each child a small cube. Take out a square tablet and cover the face above, then below, front, 
back, right and left. Let children observe that the squares tit upon the faces of the cube. Have ready 
a cube made of clay, from which cut square sections to show derivation. Place cube back. Take one 
square and name it a life form, each child to have one form. Copy about ten forms upon one table. 
Develop memory by having children tell what they are and who made them, /. e., "This is the cracker 
which John named." "This is the window which Mabel named." Vary questions by asking, "What 



30 



PRACTICAL SUGGESTIONS 



did John name his square?" etc. Before putting squares away let the children use the six to make a 
table cloth, some all red; some, one red, one white; some all white. 

STICKS. 



€: 



A 



S 



i>: 



12 3 4 5 e 

Give sixteen two-inch sticks to each chiUi. Take two sticks and make a right angle. Place it upon 
the table so that one stick will be three inches from front of the table, from left to right, and the other 
will be three inches from the right side, lying from front to back. Take two others and place this right 
angle so that the stick lying from left to right will be two inches from the first stick and upon the same 
line, and the stick lying from front to back will be six inches from the other which lies from front to 
back. Place another right angle at the back on the left side, so that the front to back stick will be two 
inches from the other, and the left to right stick six inches from the one in front. Now place the last 
right angle so that there will be two inches between each stick. Place finger in middle of figure. (See 
figure 1.) How do the angles turn? Away from the middle. How many sticks in one right angle? 
Two. In two? Four. In three? Six. In four? Eight. How many sticks lying front to back? 
Four. Left to right? Four. Lift the two sticks in front, place them back two inches so that they will 
form right angles by touching the other ends of the same sticks. (See figure 2.) Lift the two sticks at 
the back and place them forward two inches. (See figure 3.) Now lift the two sticks on the right side 
and place them two inches to the left. (See figure 4.) Lift the two at the left side and place two inches 
to the right. (See figure 5.) Now how are the right angles turned? In. How many? Four. Count 
sticks again. Take two more sticks, make an acute angle and place at the back. Another in front, then 
right and left sides. (See figure (5. ) Count sticks by two's to sixteen. Count acute angles. Count 
obtuse angles and right angles, then all the angles. Take away acute angle in front, how many acute 
angles left? How man}' sticks left? Fourteen. Take from back. How many sticks left? Twelve, 
etc., until all are taken away, then send chiidi-en to the board to draw. 

BEADS. 
Two yellow spherical beads, two yellow cylindrical beads, two yellow cubical, upon each plate. Place 
two beads which look like sphere upon 3our stick, place two which look like cylinder, place two which look 
like cube. How many beads? Six. How many kinds? Three. Point to them and let the children say 
what they are like. Like the sphere, like the cylinder, like the cube. Point to two of the same kind tell- 
ing what they are like. Two like the cube, two like the sphere, two like the cylinder. (Individually.) 
There is one thing that all are alike in, what is it? Color, they are all yellow. Find all the yellow things 
in the room. Tell me yellow fruits and vegetables and flowers. What kind of work did you do this 
week in which 3'ou used yellow material? Mats, sewing, folding. Bring me some yellow material for a 
chart. (See Yellow Chart, Appendix.) 

MODELING. 

Make a cube by pressure. Make a sphere first by pressing round in the hand, then place in one hand 
and press above and below. Place on the board and press with the hands, front and back, then on right 
side and left, continue until corners and edges are accurately defined. Let those who finish first make a 
second cube, cut into two parts by diagonal line and give to each child to add to his cube, transforming 
into a house. Make window and d,')ors. Fiiul square faces, mark a small square window in gable. 



FOR KINDER.GARTNERS. 31 

PASTING. 

Gree*i paper. Large circle in center, another, cut into fourpart?; paste right in front, left at the 
back, left in front, right at the back, curved side touching center. 

MATS. 

Yellow mats. (Half-inch width.) Hold up brick of fourth gift. Show longest oblong face. See 
if you can make one picture of this face in j-our mat, right in the middle. Watch for the child who dis- 
covers three up, three down, three up, and attract attention of the others to it. Let all copy from it. 
When they have all secured the first strip, have each child count how many strips are under the oblong, 
how many left on each side. For next strip, cover the three on right side and on left side so as to make 
two pictures of the face of the brick, then make another like the first, etc. 

SEWING. 

Derivation of square from circle. Normal yellow on gray card-board. (See figure 3, Circular Sew- 
ing, Appendix.) 

PEAS WORK. 

Chair. Seat, a square one by one. Back, a square one by one. Acute angle added to back, of one 
inch sticks. Four one-inch sticks for legs. Cut a square of pale blue paper one and a half l)y one and 
one-half inches, and take out from each right angle a small square one-fourth inch by one-fourth inch, 
then let children paste it over the four sticks which outline the seat of the chair, giving it the effect 
of an upholstered chair. Do the same for the back. 

DRAWING. 

What does mother use in her kitchen for boiling water? A teakettle. Try to draw a frying pan and 
any other utensils used in the kitchen. Let children copy and take home original. 



32 PRACTICAL SUGGESTIONS 

SEVENTH WEEK. 

SALIENT IDEA. 

Relatiousliip to civil society. Emphasize upon the place of the iiulividual as shown iu "Baker." 

SPECIAL IDEAS. 
Equal. Square. Obloug foreshadowed. 

SOiNG. 

Baker. 

■ ■ GAMES. 

Farmer. Miller. 

STORIES. 

"Booster and Hen, or Learning to "Wait." (Obedience to time.) 
"Amy Stuart." (Individual responsibility.) 

TALKS. 
Ants. Blackboard exercise. 

MONDAY. TUESDAY. WEDNESDAY. 

Second Gift. Modeling. Third Gift. Folding. Fourth Gift. Pasting, 

THURSDAY. FRIDAY. 

Squares. Mats. Sticks. Picture Sewing. 

GROUP WORK. 

MONDAY. 

Farmer. "Where he lives. Living animals which he has. What he raises on his farm : grain, fruits, 
vegetables, etc 

TUESDAY. 

Miller. His place in his mill. Read Longfellow's poem, "The "Wind-Mill, " "Behold a Giant am I." 
Try to bring iu the thought there expressed. It is simjjle nough for the children to repeat line by line. 
Then let them draw upon the board the story it tells. 

WEDNESDAY. 

Have a third and fourth gift upon a modeling board. Let childi-en see that boxes are alike, ask if 
the same thing is iu botli boxes. Take them out. Same size. Show that they have same number of 
parts, but parts are different. Reconstruct and let children tell how nuuiy lines on top of the cubes. Two 
on old, one on new. Below the same. Front, two on old, three on new. Back the same. Right side, 
two on old, four on new. Left side the same. Do it I'apidly so as not to strain the attention and cause 
the children to lose interest. Use talk, simply to establish a connection between third and fourth gifts to 
prepare for the l)uildiug lesson. 

THURSDAY. 

Have I'eady a number of objects in pairs. Two equal squares, two equal circles, two equal sticks, 
two equal cubes, two equal pencils, etc. Arrange in two boxes, placing one of each kind in each box. 
Give every child one object out of one box. Each tell what he has. "I have a stick," "I have a brick,"' 
etc. Pass your box to the first child, asking him to take out something equal to the object which he has. 
If they be different in color, so much the better. Then show them how the brick and cube are equal by 
combining the square pi'isms of the sixth gift. 

FRIDAY. 

Review the stories of the week, each child telling that which he remembers. 



FOR KINDERGARTNERS. 



33 



BALL EXERCISE. 

Review the bird games of First and Second Week. Sing, "I'm a Robin," changing the words as 

follows : 

" I'm a robin, I'm a robin, and the whole Winter long. 
In the far-away South, I sing gaily my song. ^^ 

But in the bright Sjiring-time, I fly back to you, 
When the trees wear their green dress, and the sky is so blue." 

For the last verse, sing the first verse, changing to "We are birdies, so fearless and true," making 
seven vei'ses. 

SECOND GIFT. 

Rolling games with sphere and cylinder for five minutes. "Roll over, come back." Why do they 
roll so easily? Because the faces upon which they roll are curved. Name quickly ail the things like the 
sphere. Place it in box, take out cube and sing, "Be quiet little playfellows," having cube and cylinder 
stand. Can they .stand just as well upon either of the plane faces? Yes. Why? Because they are 
equal. How many faces on cylinder which are equal? Find faces on cube which are equal. How many? 
Something else equal upon the cube? Corners and edges. How many corners? How many edges? 
Sing, "My cube has six faces, as smooth as my hand," etc. Name all objects like the cube. Name all 
Uke the cylinder. Ask for cylindrical objects. 

THIRD GIFT. 




/ 


/ 


A 


IP 




/ 


/ 


A 


iP 




Forms of beauty. Lift four cubes from above and place upon the lines of the table. Take one cube 
and place in front in the middle, face touching. Place one at the back in same manner, then right and 
left. What shape is the face in the middle? Square. Those around? Small, square faces. How many 
snuiU square faces could be made of the large one in the middle? Four. If the four cubes outside were 
put together, what sort of a face should you see? A large, S()iiare face like the center. (Similarity of 
quantity.) Push the cube at the back, one inch to the right, nuddug two edges touch. Push the one in 
front one inch to the left. Push cube on right side one inch toward the front, and cube on left side one 
toward the back. How are they touching? Edge to edge. Now put two fingers upon the two cubes 
nearest the front, in the middle part. Take away left finger and move tlie other cube one inch to the 
front so that it will touch face to face with the outside cube. Place two fingers on cubes nearest the back. 
Take away right finger. Move other cube back one inch. Place finger on the center cube in front which 
you did not move and move it to the left one inch. Do you see s(iuare faces on top of these parts? No, 
they are too long to be square. (Fourth form.) Touch two cubes on right side in front. Move one inch 
to the front, now one inch to the left, so that they touch edge to edge. Touch two cubes on left side at 
back, move around to the front and place opposite the two just moved. Move the remaining two around to 
the front and place toucliing edge to edge. What shape is the space enclosed? Square. Do you see any 
square faces above? No. Move the two cubes at the back around to the right side, placing opposite the 
two in front, touching edge to edge. Take two cubes on the left and move to the front. What shape is 
the space? Square. How many squares do you see on the table in this space? Four. How manv inches 
does that make? Four inches. (Square contents.) These last two squares are formed because the 
cubes are not there, while in the first two form.s they were nuide because the cubes were there. (Con- 
crete and abstract perception of form.) Toucli two cubes on right side and two on left. Push one inch 
to the middle, making them touch face to face. Touch two cubes in fron*-. Push one to right, one to 
left, touching edge to edge. Back the same. Last form obtained like first. 



34 



PRACTICAL SUGGESTIONS 




FOURTH GIFT. 

Dictate wagon. Place one brick Ij'ing upon the table. Place two others in a sitting position, touch- 
ing the fii'st brick. Now, place one, left and right .sides in a sitting position, 
touching the other three ; place two in a sitting position on left side, two small 
faces touching the largo face of the brick upon that side, leaving just one 
inch between the last two placed, place the remaining brick between these last two in a sitting position, 
not touching either brick, representing the horse; place in the wagon eight cylindrical beads for barrels of 
flour being taken from the miller to the baker. 

STICKS. 

Cup, bakiup- pan, tilled with biscuits and rolling-pin. Cap. Square, one by one-inch, small half 
ring for handle. 

Bakint^ pan. Oblong, four liy two inches. Handles, small half rings. Eight small rings inside. 

Rolling pin. Oblong, four by one inches, Handle, one inch sticks. Count sticks and right angles. 
Find equal and opposite sticks. Trace process in baking. 

SQUARES. 



D 



□ 



Bed; anal3'ze. 

BEADS. 

Cubical beads. Two red, two orange, two yellow. Arrange them as you like. Have each child read 
his own arrangement; tell ht)W many colors and how many beads of each color. Lead them to notice 
that the large face produced hy placing them all on the stick is like the face of the brick. 

MODELING. 

Cylinder. Transform into a barrel f(n' l)aker. Push edges in slightly and add hoops. 

FOLDING. 

Sequence of life forms. One paper changed. Table-cloth ground form. Take home. 

PASTING. 

Normal blue. Derivation of square from circle, fold twice, then fold curved side toward the right 
angle and cut the line so marked. Paste pieces with curved side touching square. 

MATS. 

Green, normal and light. (Half-inch width.) Dictated pattern showing S(]uares. Lift one strip 
and then make a scjuare, lift two strips and make another square, then two more and make another. How 
many S(juares? Three. How nnany strips did you cover to make a scpiare? One. Take your needle 
and make a scjuare on the right side and one on the left side of the first S(|uarc touching right angle to 
right ani;le. Leave three strips up in the middle and make a square on the right and left sides of the last 



FOR KINDERGARTNERS. 35 

square. Then put in a strip lii^e the first. Insist upon the children getting it by reference to the first 
strip, not by nuuil)er dictation, for the chiUl must accustom himself to relate forms before he can be 
reasonably expected to invent patterns. Place fourth strip in so as to make a square touchino- the mid- 
dle square, right and left sides, angle to angle. Then another like the first strip, then like second, then 
third, fourth, etc., until mat is finished. Let children count all squares produced. Notice the cross form 
produced, counting the number of them, so as to attract him to regular pattern produced. 

SEWING. 

Trades pictures. Carpenter, baker, farmer's tools. 

PEAS WORK. 

Boiling-pin. Make an oblong, three b}' one inch, placing a pea in the middle of each one inch stick. 
Add one incii stick on each side for handles. 

DRAWING. 

Make a dog house, using the cube of second gift, and a triangular prism made from parts of the 
fifth gift. Mark a door with curved top upon the face in front and place before children, asking them to 
draw it as they see it. Cop}' and take home originid. • 

BLACKBOARD EXERCISE. 

Leslie may come to the board and dra\v a vertical line, that is, one in a standing position. Margaret 
may come and draw one just as long by the side of it. What do we call them when they are the same 
length? Equal. Lawrence may draw a horizontal line. Louise draw another equal to it. James draw 
an oblique line. Another child draw one equal. Proceed in like manner obtaining oblique having two 
directions, then take following arrangements. One child draw vertical and horizontal equaL Another 
draw vertical and oblique equal. Another draw horizontal and oblique equal. Another draw vertical, 
horizontal and oblique equal. Measure, to be sure they are equal after drawing. This will be an excellent 
exercise for developing accuracy of vision. Now let children draw two right angles which are equal, two 
acute angles which are equal and two obtuse angles which are equal. Then draw two circles which are 
equal and two squares which are equal. Show that every part of the outside of circle is an equal distance 
from the center by placing a dot in center and measuring. Measure sides and angles of square and form- 
ulate, "The square has four equal sides and four equal angles." Ask children to cut any two things out 
of paper which are equal and bring to-morrow. 



36 PRACTICAL SUGGESTIONS 

EIGHTH WEEK. 

SALIENT IDEA. 

Fitting into relationships, by realizing value of time. 

SPECIAL IDEAS. 
Oblong. Green. 

SONGS. 

"Tick-Tack." "Go to Sleep, Little Thumb." 

GAMES. 
"River." "Round and round it goes." "Frogs." 

STORIES. 

"The Walnut Tree that Wanted to Bear Tulips." "The Grass Princess." 

TALKS. 
Tick-Tack. Time pieces. 

MONDAY. TUESDAY. WEDNESDAY. 

Second Gift. Modeling. Third Gift. Folding. Fourth Gift. Mats. 

THURSDAY. FRIDAY. 

Squares. Sewing. Sticks. Peas Work. 

GROUP WORK. 

MONDAY. 

Use of the words "A" and "An." Give each child an object. We will all tell what we have in our 
hands: "I have a book." "I have an apple." "I have a stick." "I have an egg," etc. Change 
objects next time so that the children may all have an opportunity to use the word "An." Explain that 
"A" and "An" mean the same as "one." 

TUESDAY. 

Use of "had." Give each an object. Take the object from the first chikl and say, "Tell me what 
you had." "I had a book." "I had an apple," etc., everyone tell what he had. 

WEDNESDAY. 

Use of "Has." Seat the children opposite each other. "I have a knife, Warren has a pencil. '" 
Each one tell what his neighbor has, as well as his own object. 

THURSDAY. 

Review the three. Take an object from the third child and the fii'st child tell, "I have a knife, "War- 
ren has a pencil, and Ruth had a stick." 

FRIDAY. 

Review the stories of the week. 



FOR KINDERGARTNERS. 

SECOND GIFT. 



37 



Begiu twirling games. "A sphere I am wherever I go." Notice that the sphere does not change its 
appearance when in motion, because it apjiears the same when in rest seen from any point of view. 

CUBE. 
" With a stick through my mi<ldle, I rapidly run." 
Phice through edge and through corner. 

CYLINDER. 

" Put a stick through my face and turn me around. 
A cylinder still, I shall surely be found." 

Place through curved face and edge. 

THIRD GIFT. 





(. 


fvi 

A 

y 











1 2 3 4 5 6 7 

Position, for ten minutes, as follows: Show two corners above in front, show two corners below at 
the back. Show" two corners aboxe at the back. Show two corners below in front. Now show one cor- 
ner above, in front, on the right side. Let us find opposite corner, by letting our fingers travel along the 
edges. What is opposite to above? Below. Then let your finger move down the edge to the corner 
below, then to the left, which is opposite right, then to the back which is opposite front. We have found 
the opposite corner and it is below, at the back on the left side. Find corner below in front on left side, 
and then one above at the back on the right side, etc., until all are found. Do not require the child to 
formulate jet, but simply to recognize your formulation and apply it. Use above or below, first because 
it is tiie most inclusi\'e classification embracing four corners, then front and back as the next most inclusive 
embracing two corners, then right and left, as limited to one corner. Build sequence. First one, cube. 
House of little Ruth who wanted to go to the country to visit her grandmother. Here is the fence (1) in 
front of her house, and one morning her mother took her to the depot, and they stepped into the railroad 
car, and very soon this engine (2) was heard puffing and whistling, and they were soon on their way to 
Grandmother's house (3) with its two tall chimneys. Grandmother was very glad to see Ruth, and they 
were ver}" happy together. Even the old-fashioned clock (4) that stood in the corner and said, '"Tick- 
tack," all day long, seemed glad to have a happy little visitor. After a while Grandfather told Euth she 
might go to the barn with him and see the horses. On their way Ruth saw, in the distance, among the 
hill-tops, the church steeple (5), and heard the sweet sound of the bell high in the steeple. Grandpa 
drew some water from an old well (6) for the cattle, as they were thirsty, and when they came back to 
the house, they found a bright fire in the large fire-place (7), for the evening was chilly and Grandpa told 
the story of the clock which had stood in the corner so many years. Tell the story of the "Discontented 
Pendulum," adapting it so as to omit much of the negative side, placing the stress upon the idea of each 
portion of the clock doing its part at the right time. Make a large cul)e by combining eight second gift 
cubes, and follow the children in the secjueuce, thus producing contrast in size; similar form, dissimilar 
size. 

FOURTH GIFT. 

Each child a third and fourth gift. Compare ; resemblance first. Both cubes have si.\ faces, both 
have eight corners, both have twelve edges. Both are solids. The old one has two lines on top ; the 
new cube has only one. Old one has two lines in front; new one, three. Old, two on right side; new, 
four. The old one has squares on all its faces ; the new one has not. Divide into two parts by drawing 
away the front of each cube. Parts are alike. Each has two square faces and four long faces. Divide 
each part again, lifting two from above. Parts are alike, each having two square faces and four long 



38 PRACTICAL SUGGESTIONS 

faces. Square faces are equal and opposite. Divide again. Parts unlike. Eacli has six faces, but tlic 
cube has all square faces, and the brick has all long faces. The baby cube looks just like the mamma 
cube, but the brick does not look like the big cube of M-hich it is part. Why? Because it is cut differ- 
ently. Are all the faces alike on the cube? Yes, all equal and square. Are all alike on brick? No, 
some large, some small, some medium. Find large faces. They are opposite and equal. Find small 
faces. They are opposite and equal. Find medium faces. They are opposite and equal. "What thing is 
alike about them all. Each is longer than it is wide. Let us look at one face. How many long sides? 
Two. Short? Two. What kind of angles? Mamma right angles. It is a brother to the square and I 
will tell you its name. Oblong. Push your parts together so as to make a floor with large, oblong 
faces above and below. What kind front and back? Oblong. Left and right? Oblong. Divide floor 
in the middle, making two boxes. What shape are the top faces on the boxes made with old cube? 
Square. With new cube? Oblong. Now build both cubes and put away. Find everything in this 
room which is oblong. What did we make with our sticks last week, for the baker, that was oblong? 
Do you remember in which mat we made oblongs? 

SQUARES. 

Development of squares and oblongs. Make square of one, four and nine. Make oblong of two, 
eight, eighteen. Develop the squares first. Place the first square. Who can make a larger one. Who 
can make a still larger square, thus letting the children discover each one. These are all squares, each 
one has four equal sides, and four right angles. What is the only difference? Each one is larger than 
the one before it. Take one more and put with the first square to make an oblong. Who can make a 
larger one by adding to the square which has four in it? Who can make a still larger one by adding 
to the square which has nine in it? These are all oblong, each one has two long sides and two short 
sides, and four right angles. What is the only difference? One is larger than the one before it. Put 
the two smaller ones away first, then separate the large oblong before putting it away, into as many small 
oblongs as possible. ' 

STICKS. 

Make the four right angles turned out which we had two weeks ago. Make four turned in just as we 
had, and let them be four inches apart. Add acute angles turned out to the four right angles which are 
turned out. Add acute angles in to the four right angles in, and send certain children to the board to 
draw. Change the acute angles in, where the right angles are out, and the acute angles out, where the 
right angles are in. Take the sticks from one figure and add to the other, so as to have right angles both 
in and out, and acute angles both in and out. Count sticks by twos, count right angles and acute angles. 
Draw attention to the square, and to the rhomboid formed by the acute angles, but do not name it. 
Notice that it has four equal sides and two acute and two obtuse angles. In putting away sticks substract 
two at a time. Ask children to sew at home, on any kind of paper, either of the stars and bring it to 
the Kindergarten. 

MODELING. 

A watch, from the plane of the sphere. 

FOLDING. 

Clock. Brown paper. Fold books and shawls, then right angles in, open and fold right angles, in 
to the line thus made, and open out, leaving an octagon. Cut another brown square into two oblongs, 
giving one to each child. Fold into a square, then fold again into an oblong. Open out and fold two 
right angles in front up to first line, making a right angle in front. Paste octagon upon the oblong op- 
posite to the right angle. Have ready circles of yellow and one slightly smaller of white with figures 
marked upon it for the face of the clock. The yellow representing the ring of brass or gold 

MATS. 
Finish dictation of last week, and use remainder of the time for the sewing of the pictures. 



FOR KINDERGARTNERS. 39 

SEWING. 
Green. Circle aiul square in relation. (See figure 4, Circular Sewing, Appendix.) 

PEAS WORK. 
Hour-glass. Two triangles; three two inch sticks, joined angles together in center. 

DRAWING. 

A picture of the Kindergarten clock, or watch, from real object. Copy and take home original. 

BALL LESSON. 

Develop gi'een. "I'm a parrot, I'm a parrot, from over the sea." Do you know any other bird 
which has green feathers. The Peacock and Drake have a few. Tell all the fruits and veo'etables which 
we eat that have this color. Green peas, lettuce, cabbage, some grapes, some apples, some beans. Find 
every child who has a bit of green upon him. Take down the green collection and ask children to add to 
it sufficient to make a green chart. (See Color Charts.) What game did we play this week, about some- 
thing green? Frogs. 

BEADS. 

Place upon your stick one red, one orange, one yellow, one red, one orange, one yellow. How many? 
Si.x. Take them off and place two red, two orange, two yellow. How many colors? Three. Take 
them off. Place two red, one orange, two yellow, one orange. Take off. Place two orange, one red, 
two yellow, one red. Take off. Place two red, one yellow, two orange, one yellow. Tell children the 
complete arrangement at once so as to develop memory as well as the color sense. Have them listen to 
all of one arrangement before beginning to place upon the stick. 

INTERTWINING. 

Give card upon which oblong has been drawn. Let children outline it as they did the square in the 
Fourth Week. 



40 PRACTICAL SUGGESTIONS 

NINTH WEEK. 

SALIENT IDEA. 

Same as last week, emphasizing finding one's clement. (Fishes.) 

SPECIAL IDEAS. 
Parallel. Number. 

SONG. 

Target. 

GAME. 

Fishes. 

STORIES. 

"Fishes." "Aqua, the Water Bahy." "William Tell." 

TALKS. 

Fishes and their habits. Forms of water. 

MONDAY. TUESDAY. WEDNESDAY. 

Third Gift, ilodeling. Fourth Gift. Folding. Squares. Cutting. 

THURSDAY. FRIDAY. 

Sticks. Sewing. Peas Work. Mats. 

GROUP WORK. 

MONDAY. 

Each child tell something which was done last week, either a song, game, story, talk, work. Let 
every one express freely and notice what has impressed the children most. 

TUESDAY'. 

Give each child two second gift box lids. Hold them both in a vertical position. Now, horizontal 
from front to back. Then horizontal from left to right. Then oldique two ways. Now vertical again. 
Tell me how aou are holding them? In a vertical position. Vfhat else have they alike? Both have same 
dii'ection and they are opposite each other. Let us move both slowly up, at the same time Keeping them 
just opposite, and see if they will touch each other. Will they do so? Now move them down and see if 
they will touch. What must we do before they will touch? Lean them toward each other. Will they 
have the same direction if we lean them toward each other? No. Try the horizontal and oblique same 
way, only using this experience to foreshadow parallel. Take away by twos, subtracting. 

WEDNESDAY. 

Give squares, oblongs, rhomboids, trapezoids, cut from pasteboard, one to each child. Each child 
show the two sides upon his card, which can never touch each other. Change cards and repeat. 

THURSDAY. 

Each child tell two things which will never touch, because they are parallel, impressing the lesson of 
the day before. Two sides of the street. The car tracks. The telegraph poles, etc. 

FRIDAY. 

Review storv of the week. 



FOR KINDERGARTNERS. 



41 



THIRD GIFT. 

Lift the four cubes above; place one inch to the right of the remaining four cubes. How many 
parts? Two. Which is hirger? They are both equal. Take up one part and touch the square faces. 
What are they to each other? Opposite. Could these faces ever touch? No. What joins them together? 
The oblong faces. How many? Four. Why are there just four? Because the square face has just 
four sides. Are the oblong faces equal? Yes. Why? Because the sides of the square are equal and it 
takes the same kind of an oblong face on every side. You will thus give the child a definite experience 
of the necessary relation of bases and lateral sides, in a prism, and so prepare him for the conscious 
recognition in the future. Change part on the right side by placing two cubes above the other two. 
Now which is larger? Both the same, because each part contains four cubes of the same size. Lav it 
upon the table with square faces front and back. Could these square faces touch? No, each one must 
stay in its own place, and the oblong faces join it to its partner, which is opposite. Build cul)e. Place 
one cube upon the table, another one inch back, and two others upon the sides, touching edge to edge, 
enclosing a square space. Take one and place in the space at the right side in front, touching edges to 
faces, and enclosing three-sided space. Place one opposite, then in the two remaining spaces. Draw 
cube at the middle in front, to the front maldng it touch the other two, edge to edge. Same at the back 
and sides. Give four sticks and add to form target, count sides, and associate with the clock in the room, 
if it has eight sides. Who can count sides in German? Count to eight in German and tell children this 
form has a German name, which means eight ; octagon. They will remember it if given in this connec- 
tion. 

FOURTH GIFT. 



t 



z 






Build following sequence life forms. Take from top of the cube, place to the right touching the 
remaining four, making tool chest. Lift four again, placing to the right, making a long floor. Divide 
by middle line from right to left into two long boards. Divide into four short boards. Divide again into 
eight window frames. Push each two together, making four boxes with squai'e face above. Push 
together making long floor again. Change it to rest upon long narrow face, making a fence. From this 
change into piano, (1) table, (2) sofa, (3) bed, (4) cube. 




SQUARES. 

Pump and trough. Dictate the first four squares one inch from front of table. 
Give everything a drink of water. Sing, "Give, said the Little Stream." Put 
away by subtraction. 



STICKS. 

Develop parallel. Place two two-inch sticks from fi'ont to back, one inch apart. Place a one-inch 
and a two-inch stick from left to right, one inch apart. Then a four-inch and a two-inch, right at back to 
left in front. Then two in the opposite direction. Will these sticks ever touch? No. Are thej' all 
equal? No. What can j'ou say of every two? They have the same direction. Point to each two and 
formulate the direction. "These two lie from front to back," etc. All are in a horizontal position, 
although they have different directions. Let us place the sticks so that all will have the same direction. 



4i PRACTICAL SUGGESTIONS 

front to back. Will they ever touch? How far apart are they? One inch. Are they just as far apart 
at the ends as they are in the middle? Yes. I shall tell you what we call things when they have the 
same direction and are the same distance apart. We say they are parallel to each other. You may all 
say it. Now place them parallel fi'om loft to right. Then parallel from left at the back to right in front, 
then from right at the back to left in front. Find parallel things in the room and draw parallel lines on 
the board. Put sticks away by subtracting; three from eight leaves five, three from five leaves two, etc- 

BEADS. 
Repeat color arrangements of last week. 

MODELING. 

Globe — fish. 

FOLDING. 

Normal green. Fold table cloth ground form. Fold the right angles all out just as we did with our 
yellow papers. Fold back again and you will see two lines crossing each other in the middle of each small 
square. Fold each right angle on that small square into the middle. When you have finished, you will 
see that the outside is no longer a square, but an octagon. (Figure 8, Folding, Appendix.) 

PASTING. 

Normal violet. Square and circle in relation. Paste square in the center and four small circles, 
touching at front, back, left and right. 

PEAS WORK. 

Form of beauty from the octagon, using one-inch sticks. Add squares to each side. 

MATS. 

Blue, normal and light. Inventions. You may make your mat any way you choose that we have 
not yet made. Try to have squares and oblongs touching each other in some way. Let the children try 
several times. If they produce a pattern, simply show them how to repeat it by referring back to the 
first strip. Accept simple patterns. 

SEWING. 

Continue sewing of last week. 

DRAWING. 
Let children try to illustrate story on paper. Copy on white paper and keep. 



44 PRACTICAL SUGGESTIONS 

TENTH WEEK. 

Review of the quarter's work. 

SONGS AND GAMES. 



I 



Children name all the songs and games \yhich they have sung and tell what they can about them 
Lead them to classif}^ them as follows : 

Tell all the songs we have learned about birds: 

"In the Branches." "Two Little Birds Once Made a Nest." 

"In the Orchard, up in the Old Pear Tree." " See My Little Birdie's Nest." 

"Why Do You Come to My Apple Tree?" "We Birds, we are a merry set." 

"The Swallow Builds His Cozy Nest." "Pigeon House." 

Tell all we have learned about things living in or near the water: 
"Snail, frogs and fishes." 

Tell all we have learned about people who help us l)y working for us : 

"This is the Mother So Good and Dear." "Hasten to the Meadow, Peter." 

' ' Carpenter. " " Farmer. ' ' 

"Joiner." "Miller." 
"Baker." 

Tell what we have learned about things which help us : 
"Tick-Tack." "Go to sleep, little tluuub." 

"Target." "Bridge." 

"Thumbs and fingers." "Round ami round."" 

"AVhat's this, whafs this?" 

Tell songs we have learned about things which make the world liright for us. 
"Good Morning, Merry Sunshine." 

STORIES. 

ABOUT BIRDS. 

'Robin Red-Breast's Visit." "Nest on "Wheels." 

'Storks." "Rooster and Hen." 

ABOUT ANIMALS. 

'Adventures of a Mouse Family." "The Lion and Mouse." 

'Three Bears." 

'The Three Butterflies." 



ABOUT INSECTS. 



ABOUT PEOPLE. 

'A Little Boy's Dream." "Amy Stuai't." 

'David and Goliath." ""William Tell." 

ABOUT PLANTS. 

'The "VA^alnut Tree that Wanted to Bear Tulips." 

ABOUT WATER. 

'A(iua, the Water-Baby." 

ABOUT FAIRIES. 

'Charlotte and the Fairv Dwarfs." --The Grass Princess." 



FOR KINDERGARTNERS. 45 

GIFTS. 

Tell all the things we have worked with upou our tables, but did not keep for our books. 
Classify. First: All of these which hud any curved surfaces. Balls, spheres, cylinders, beads, 
sticks, rings. 

Second. All which had plane faces. Cubes, C3'linders, bricks, squares. 
Third. All which were solids. Sphere, cube, cylinder, bricks. 
What did we use for making pictui'es ? Squares. 
What for making just the outlines of pictures? Sticks and I'ings. 

OCCUPATIONS. 

What work have we done since we came to the Kindergarten which we have saved for our books or 
taken home? Modeling, Peas Work, Intertwining, Mats, Folding, Pasting, Sewing, Drawing. 

Which is solid work? Modeling. 

Which is just the outline work? Peas Work and Intertwining. 

Which is picture work? Sewing, Drawing, Mats, Folding, Pasting. 

Let this review be carried through the week, and for practical work, finish anything on hand. 

Tell any stories which children choose, telling one every day if they call for it, so that your review 
week may be made a great pleasure to the children, and if there is no practical work to be finished, let the 
children choose from day to day, what they would like to have for the next day. 

TALKS. 

Perching, scratching, swimming and wading Birds. 
Families, homes and people's work. 
Bird, insect and animal workers. 
Fishes and water. 



46 PRACTICAL SUGGESTIONS 

ELEVENTH WEEK. 

SALIENT IDEA. 

Fitting into relationships. (Everything in nature has its place and time.) (Nature, the Universal 

Mother, taking care of particular objects.) 

SPECIAL IDEAS. 
Blue. Quadrilaterals. 

SONG. 

"Where do All the Daisies Go?" 

GAME. 
' "Come little leaves, said the wind one day." 

STORIES. 

"Autumn's party."' "Store-keepers." 
TALKS. 

Autumn. Time, and its division. 

MONDAY. TUESDAY. WEDNESDAY. 

Second Gift. ]Modeling. Third Gift. Folding. Fourth Gift. Sewing. 

THURSDAY. FRIDAY'. 

Siiuares. Cutting. Peas "Work. Sewing. 

GROUP WORK. 

MONDAY. 

Ecview Ninth Week. 

tup:sday. 
Name different kinds of nuts. Tell when they are gathered. Walnuts, hickory nuts, hazel nuts, 
chestnuts, pecans and cocoanuts. 

WEDNESDAY. 

Ways in which fruits and vegetables may be kept for winter use. Apples and potatoes keep just as 
they are gathered. Some are preserved, some made into jellies, some canned, some dried. Name differ- 
ent kinds of each. 

THURSDAY. 

Autumn coloring. Lead the children to observe the subdued light of the sky and coloring of leaves, 

FRIDAY. 

Eeview stories. 



FOR KINDERGARTNERS. 



47 



SECOND GIFT. 

Repeat twirling games, noticing the change which takes pUice in the cube and cylinder. Formulate, 
"We made the cylinder and cube change by spinning it around." (Change underlies time, so empha- 
size the thought in this lesson that the clock is saying tick-tack, while the cube and cylinder are chang- 
ing. Ail development acquired through a process of changes which requires time.) 

THIRD GIFT. 

Build posts, walls, etc., b}^ dictating position of faces. Build a post having a small, square face 
above and one below. Change it without breaking so that square faces will be front and back. Change 
again so that square faces will be left and right. Make two boxes with large, square faces above and be- 
low. Change one box so that s(juare faces will be front and back. Change the other box into two smaller 
ones, placing one small box so that square faces will be left and right. What is the difference between 
these square faces? One box has large, square faces, two have small, square faces, and each box has the 
faces in a different position. Make a wall having all oblong faces. Where are the largest oblong faces? 
Front and back. Change them so thev will be left and nght. Now change so that they will be above and 
below. Build cube. What have we been doing? Changing the position of faces. Free building, 
with indivitlual attention, each child to find corners on his form, and formulate three points in position; 
i. e., above, in frenit, on the right side, etc. 

FOURTH GIFT. 

Division of cube. Change jour cube into two parts I)}' drawing away the front. Formulate, " I have 
divided my cube into two equal parts." Change again into four parts by lifting two from each part. 
Change into eight parts by lifting one from each part. ^\'hat kind of faces above on each part? Oblong. 
Take one brick in your hand and look at it. What can 3'ou tell me about the faces? Some are large, 
some small, some medium. How many of each kind? Two. Place it back upon the table. Upon 
which faces are they resting? Large faces. How is it large? It is long and it is broad. Let us call it 
the long, broad face. Count all the long, broad faces you can find. Eight above and eight below, mak- 
ing sixteen. In what posititm are bricks? In a lying position. Change to a standing position. Which 
faces above now? Small, oblong faces. Tell me how the face is small. It is short and it is narrow, so 
we call it the short, narrow face. Count all short, narrow faces. Sixteen. Change to sitting position. 
Which faces do you see above? Medium faces. Are they short ? No, they are long. Are they broad? 
No, they are narrow. So they are partly like the large face and partly like the small face, just as the 
cjdinder is partly like the sphere and partly like the cube. We will call it the long, narrow face. Count 
how many. Sixteen. How many of each kind? Sixteen. Free building, individual attention. Tell 
positions of bricks in forms. 

SQUARES. 



o 



!^[ 



^5^ 



t> 



X 



I 2 3 4 5 

Sequence of forms of beauty. Notice manner of touching and count; two and one, three and two, 
five and two, seven and two, etc. Subtract in same manner. Number six is like umuber one. 

BALL LESSON. 

Develop blue. Birds hopping and Hying, then hop and fly together. Take all but the blue balls 
away, and sing the following song: (Tune, "Two Little Birds Once Made Their Nest.") 

"I am a happy little bird with a fea'her coat of blue, 
I love the little children and sing the summer through, -^ 

But when Jack Frost comes creeping 'round among the trees and flowers, 



L^ 



48 PRACTICAL SUGGESTIONS 

To the fair, warm South I fly away and spend the Winter liours ; 

Good-b)-e, my Httle pla^-niates, I go far away from you, 

But wlien tlie Spring returns again, you may look for your friend in blue." 

Find blue things and bring blue for chart. (See Color Charts, Appeodix.) 

MODELING. 

Have a collection of fruits and vegetables in the room and let children model from them. It would 
be well for the teacher to model a large basket and place in it the fruits and vegetables modeled by the 
children, thus making a unity of their work. 

FOLDING. 

Normal blue paper. Inventions. (Dictate figure 9, Folding, Appendix, to those children who can 
not invent.) 

SEWING. 

Autumn leaf. Light orange with noruud orange ribs. Color with red, orange and a touch of green 
chalk, when sewing is finished. Also trefoil arrangement about a circle. Nornuil blue. (See Circular 
Sewing No. 5, Appendix.) 

PEAS WORK. 

Basket from basis of square. Two squares ; one, two by two inches, the other four by four inches. 
Join with two-inch sticks; place a pea in the middle of two opposite sticks of large square to attach han- 
dle. Fill with autumn leaves. 

DRAWING. 
Let each child draw an autumn leaf from one before him. 

BLACKBOARD EXERCISE. 

Quadrilaterals. John, you may goto the board and draw a square ; another child draw an oblong. 
Now send a child to draw an acute angle turned up, another join an acute angle turned down, producing 
Rhomb. Draw an acute angle with one long hoi"izontal line and one short oblique. Join another angle 
of the same kind to it, producing a rhomboid. Now a child draw a right angle at left below, short verti- 
cal line, long horizontal line; join to it an obtuse angle formed of siiort hoiizontal and long oblique, pro- 
ducing shoe trapezoid; then draw obtuse angle of long horizontal and short oblique; join another obtuse 
angle with a longer horizontal and oblique line having opposite direction, making boat trapezoid; now 
draw right angle turned above; join acute angle turned down nuide of long lines, making trapezium; 
count the sides of every one. All have four sides and all have four angles, so they must belong to same 
family. Point to each one and tell about sides and angles. Square has four equal sides, four right 
angles. Oblong, two long, two short sides, four right angles. Rhomboid, four equal sides, two acute 
and two obtuse angles. Rhomboid, two long, two short sides, two acute and two obtuse angles. Boat 
trapezoid, one long, two short, one medium size; two acute and two obtuse angles. Shoe trapezoid, one 
long, two short, one medium side; two right angles, one obtuse and one acute. Trapezium, two long, 
two short sides; one right angle, one acute, two obtuse. Find the two which have all sides equal. Find 
four which have opposite sides parallel. Find two which have four right angles. Find two which have 
only two sides parallel. 

This exercise will make the child familiar with the quadrilaterals as a whole, and as he meets them in 
his work, they nuiy be named. 

GAME. 
Come, little leaves. Some ten or twelve children represent trees, with arras upraised, at one part of 
the circle. One little child runs into a corner to represent the "wind." The remainder join hands enclos- 
ing a meadow. Wind runs back and forth in front of leaves, while children sing, "Come little leaves." 
At the second verse, "Soon as the leaves heard the wind's loud call," all the little leaves flutter after the 
wind, over into the meadow, spinning about in every way. At the words, "Soon fast asleep," they flut- 
ter down to the ground and the children extend their arms horizontally for covering. 



60 PRACTICAL SUGGESTIONS 

TWELFTH WEEK. 

(Thanksgiving Week.) 

SALIENT IDEA. 
Fitting into relationships. (Gratitude of all, to God, in the form of praise. ) 

SONGS. 

"Can a Little Child Like Me?" "All Things Bright and Beautiful." 
"Over the River and Through the Woods." 

GAMES. 
Ocean and Pebbles. The Ship. 

STORIES. 

Bab's Thanksgiving. The Pilgrims. 

TALK. 

The First Thanksgiving. 

GROUP WORK. 

MONDAY. 

Review Eleventh Week. 

TUESDAY, 

Talk about the Voyage of the Pilgrims. 

WEDNESDAY'. 

Why we have Thanksgiving in the Autuum. Because everj'thing in nature gives us the result of its 
Summer's growing. 

THURSDAY. 

Each child name something for which he wishes to thank God. 

FRIDAY. 

Review story. 



FOR KINDERGARTNERS. 



51 



GAME. 

The waves roll in upon the beach, 
Then out ag^in beyond our reach. 
They bring us treasures from the deep, 
And we gather the shells and pebbles to keep. 
Tra, la, la, la, la, etc. 
Air—" Our Vessel O'er the Broad Blue Sea." 

Arrange children in parallel rows at one end of the room, facing the same way. Place in front of 
them a number of the smallest children — to represent pebbles and shells. As they sing, take the glide 
step, and the little pebbles move forward each time, while the waves roll in, then out again, coming farther 
each time, until the last two lines are sung, when they recede entirely, leaving the pebbles upon the beach. 



SHIP. 



Change words as follows : 



Our vessel o'er the broad blue sea, to a country far away doth sail. 
And on her way she oft doth meet, with wind and cloud and stormy gale. 
But bravely through the dangers all, she sails until her voyage is o'er, 
Then back again to us she comes, and we greet her from our own dear shore. 

We welcome you, we welcome you. 



GIFT WORK. 




— — '-= — •= 1 


= v ^ 


^Z 2l ^^ 


V \- 


t 7 t t t 


\- t X \ x 


i 7 ^ "^^--t^^^ 


^^t S S 2=^ 


--N iC 


L -t -t 


L ^ t 


r 

— 1 — 




Illustrate Thanksgiving with the Gifts, using all the same day. Divide the work with each Gift 
among the teachers, and have it all produced at the same time, each set doing their particular work. 
When finished, the story of Thauksgiviug will be represented. 

FIRST SET. 

Build a church with third and fourth sfifts combined. 



SECOND SET. 

A log house with beads. Place upon a three-inch stick fourcubrcal beads. Make four of this kind, 
and stand them three inches apart, forming the four posts for a house. Place upon a five-inch stick six 
cylindrical beads. Make twelve of this kind. Place the ends of the sticks, which project, between the 
first and second cubes of the two posts in front. Eepeat at the back, then right side, then left side, let- 
ting the ends of the sticks cross each other, which will render it firm. There will be three logs upon each 
side. Now place seven cylindrical beads upon five-inch sticks, and form the roof by laying them from 
front to back across the top. Second row, between each two of the first row, then third row likewise until 
it ends with one log. * 



52 PRACTICAL SUGGESTIONS 

THIRD SET. 

Fire place. Place two cubes six inches from the front of the table, touching face to face, square faces 
on the right and left sides, a cube on right and left sides of these two, extending half inch in front. 
Stand a brick on right and left sides, long broad faces touching square faces of last mentioned cubes. 
Place two bricks in a sitting position above the four cubes. Place two cubes in the middle above the 
bricks, extending to the front a half inch. Place a brick in a lying position on right and left sides of these 
cubes, then a brick in a sitting. position above, and place the remaining two cubes below in front, on right 
and left sides. Add two cylindrical beads on the mantel, one on each side of the clock, to represent can- 
dlesticks, and let children place red, orange and yellow sticks in the fireplace to represent logs. 

FOUUTII SET. 

Ship, with sticks. Name it the "Mayflower." Cut sails of white paper. 

FIFTH SET. 

Kings and sticks. Fruits and vegetables — apple, pear, potato, carrot. 

SIXTH SET. 

Peas work. Wigwam, for Indian. Try to have small pictures of Indians to place in the wigwam. 

SEATENTH SET. 

Use sand table. A child from the set who made the log house with beads, reproduce it on the sand 
table. Several children make wigwam with sticks and peas, covering with dark cloth to represent buffalo 
skin. Stand pictures of Indians about, and make little hills of sand and trees of sticks and beads. Mark 
off a large square in the sand, and lay it off in small figures to show how the floor of the best room of the 
early settler was ornamented. When all is complete, let children walk around and examine the different 
forms made. This method of having all the Kindergarten work out one idea, will yield very good results, 
impi-essing the child with the sense of the organic relation of the part to the whole. 

MODELING. 

An ear of corn. Modify the foundation form from the cylinder and produce the grains by shaping 
with the thumb nail, pushing all toward one end of the ear, in regular rows. Grains may be made upon 
one side only, and a leaf placed around the other side. 

FOLDING. 

A boat to take home, connecting with the Mayflower. Also finish blue folding for books. 



Finish blue sewing. 



SEWING. 



DRAWING. 



Fruits and vegetables of all kinds. Let the children color inside of the outline with chalk. Copy the 



best ones and take the original home. 



64 PRACTICAL SUGGESTIONS 

THIRTEENTH WEEK. 

SALIENT IDEA. 
Gratitude in the form of doing and giving. 

SPECIAL IDEA. 
Violet. 

SONGS. 

"The Merry Bells are Ringing." " Christmas is Coming." j, 

"Hang Up the Baby's Stocking." 

Hold the thought in your Christmas work, that any one who works and gives becomes a Santa Claus, 
making the child feel that the term is only a name for one who does much and gives mucM^- Do not em- 
phasize impossible facts, such as coming down the chimnej' and crawling through key holes, but try to 
have the children seize the universal thought of giving one's self for others, and then they will realize that 
the spirit of giving transcends all material limits. 

GAMES. 

r 

"We Are Playing Together." "The Sparrows." 

STORY. 
" Solomon, the Camel." 

TALKS. 

Camels. Sheep. 

MONDAY. TUESDAY. WEDNESDAY. 

Fourth Gift. Modeling. Third and Fourth Gifts. Sewing. Squares. ]\Iats. 

THURSDAY. FRIDAY. 

Sticks. Sewing. Mats. Folding. 

GROUP WORK. 

MONDAY. 

Eeview Eleventh Week. 

TUESDAY. 

Shepherds and sheep. Connect with "Story of David," and tell about the country near Bethlehem; 
how the shepherds placed the sheep in the fold at night and watched them. 

WEDNESDAY. 

What the sheep gives us. Food and clothing. Show woolen cloth, aud tell how wool is made into 
thread and woven into cloth. 

THURSDAY. 

Tell about the desert and its heat, aud luck of vegetation. How people traveled upon camels aud why, 
aud a little about the wise men f roui the East. 

FRIDAY. 

Review story. 



FOR KINDERGARTNERS. 

THIRD AND FOURTH GIFTS COMBINED. 











/ 




' 7 


r 


1 




z 


-li 






1 




11 






/ 


/ / / A 












w 






5 6 

Sequence of life forms. Fire-place and mantel, bed, sofa, couch, piano, dressing case. 

FIRST FORM. 

Place one brick in a lying position on the table and place a cube touching it upon the right and left 
sides, also another cube above each of these two. Place two bricks in a sitting position back of these, 
then two more above them in a sitting position ; two more above these in the same position ; place the 
four remaining cubes in front. 

SECOND FORM. 

Take the two cubes in the middle in front and place touching the cubes on the right and left sides. 
Take the other two cubes above at the back and place in the same way. Take out the brick below in the 
middle and place between the two cubes in front in a sitting position. 

THIRD FORM. 

Take two cubes from the right side and two from the left side. Join together and tit in the space 
between the remaining four cubes. Take the brick in front and the brick above and place in a sitting 
position on the right and left sides upon the cubes. 

FOURTH FORM. 

Take, the two bricks from right and left sides, join together and place upon the left side of cube. 
Take away two cubes from right side, and place in the space, two bricks joined together; take one more 
brick from the back, place in a lying position on right side, then place the two cubes on top of this brick. 
Take down the remaining brick at the back and make the three fit in a row. 

FIFTH FORM. 

Take away two bricks on left side. Take away three cubes in front, and place on the left side of the 
remaining three cubes. Move the three bricks at the back, two inches to the left; take away the bricks 
and cubes on the right and place a brick in a standing position on each side; place two bricks in a sitting 



56 



PRACTICAL SUGGESTIONS 



position ill the middle at tlie back, then another in the same position in the middle above. Place remain- 
ing two cubes on right and left sides, making them even with the bricks at the back. 

SIXTH FORM 

Take down the last two «ubes, also push out bi'icks at the back and on the sides, two inches awav. 
Take two culies from the right side and place with the other two in a row in front of the remaining four. 
Join two bricks on long, narrow faces and place on left side at the back, square face in front; stand one 
brick on right side of these two, then stand three bricks above them. Join the remaining two on long 
broad faces, and place in right side, over the middle of the two cubes. 

SQUARES. 









































































n 



n 



D 












D 



12 3 

Form of beauty. Divide into parts as illustrated, and reconstruct. 

FOURTH GIFT. 

Let us make a square sheep fold, placing a long, low wall around it. How many inches long inside? 
Four. How wide? Four inches. How many inches does it contain? Sixteen. What are fences used 
for? To keep out dangerous things, and to keep inside that which belongs within. (Right of property.) 
Let us make this sheep fold oblong, instead of square. Count length of sides and square contents. 
Then let children place fences about any space they wish. 

Individual attention, questions on dimensions. 

STICKS AND RINGS, 

Give rings, large size, and two-inch sticks. IMake a border, placing a square first, made of the sticks, 
then a ring one inch away, then another sijuare, then another ring, etc. Limit with straight lines one 
inch away from the units. 

MODELING. 

Let children try modeling a sheep. Have a number of pictures that they may see. Accept it, 
though it be crude. Man has ever developed through crude expression. 

SEWING. 

Quartrefoil arrangement about a circle. Sew in normal violet. (See I^igure 6, Circular Sewing, 
Appendix. ) 

DRAWING. 

Let children draw a number of Christmas bells in different sizes and connect them. 

MATS. 

Violet, normal and light. Make a large oblong, covering five strips on the right and left sides of the 



FOR KINDERGARTNERS. 57 

mat, leaving five strips in the middle. (Number formula, five down, five up, five down.) Second strip, 
two small oblongs, each covering two strips, touching the large ones, leaving one strip between them, a 
square covering strip in the exact middle of the mat. (Number formula, two down, one up, two down, 
one up, two down, two up, one down, two up, two down, one up, two down.) Third strip, a square be- 
tween the two oblongs, touching angle to angle, in the middle, an oblong, over three. (Number formula, 
two up, one down, three up, three down, three up, one down, two up.) Fourth strip, like number two. 
Fifth strip, like number one. Sixth strip, an oblong covering five strips in the exact middle of the mat. 
(Number formula, five up, five down, five up.) Seventh strip, lift two strips and make a square, then 
two more and make an oblong, then one more, make another oblong, lift two, nuike a square. (Number 
formula, two up, oue down, two up, two down, one up, two down, two up, one down, two ixp.) Eighth 
strip, nuike an oblong touching the square, then a square in the middle of the mat, then another oblong 
touching square. (Niuiiber formula, one up, three down, three up, one down, three up, two down, one 
up. ) Continue mat by referring to foregoing strips. 

FOLDING. 

Normal violet. Proceed as in folding the octagon. Find the center of each small square, and fold 
only two right angles to the center, leaving the one in the middle of the paper and its opposite, unfolded. 
This will produce the effect of the first hexagon cross, with the exception that the angles are folded ou 
top, instead of under. The experience of folding on top of the paper should precede the crosses, M'hich 
are folded under, as the technical skill i-equired is not so great. Fold the short sides in to the middle 
again. (See figure 10, Appendix.) 



58 



PRACTICAL SUGGESTIONS 

FOURTEENTH WEEK. 



SALIENT IDEA. 
Same as last week. (Emphasis upon the Divine Gift.") 

SPECIAL IDEA. 
Rhomb. 

SONGS. 

"Jack Frost." "Christmas Anthem." "Merry, Merry Christmas Everywhere." 



GAMES. 
Skating. "Round and round we are lightly stepping.' 

STORY. 
"The Shepherd's Children." 



JIONDAY. 

Third and Fourth Gift. 



TALKS. 
Christmas. Our Bodies. Location. 

TUESDAY. 

Fifth Gift. 



THURSDAY. 

Sticks. 



FRIDAY. 

Christmas Work, 



WKDNKSDAY. 

Triangles. 



Review last week's irift work. 



GROUP WORK. 



MONDAY. 



TUESDAY. 

Bible babies — Moses, Sanuiel, Jesus. Tell children about them simply. 

WEDNESDAY. 

Christmas trees. (Read Howe's article in tlie Kindergarten ^Magazine, December number, 1892.") 

THURSDAY. 



The star which led the shepherds. 
Review story. 



FRIDAY. 



FOR KINDERGARTNERS. 

THIRD AND FOURTH GIFTS. 



59 




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Sequence of life forms. Sheep-fold, inn, manger, wall, gate. Emphasis on direction of edges by 
twos. Show me two vertical edges in front. Two vertical edges at back. Two horizontal edges above, 
lying front to back. Two horizontal edges below, lying from front to back. Two horizontal edges above, 
lying from right to left. Two horizontal edges below, lying from right to left. 

FIFTH GIFT. 




Ann chair for grandfather to sit in Christmas night while he tells us how they kept Christmas when he 
was a boy. How high is the back and how high is the seat? Each child find an edge and tell where it is. 
One horizontal edge above on right side, lying front to back, etc. 

TRIANGLES. 

Eight isosceles. Abstract from face of a triangular prism. ' Put two together, what does it make? 
Scjuare. How do you think these were made? By cutting squares in half. Each child name his triangle 
a life form. Draw on board with additions. Boat, tent, hill, dish, etc. Then make life forms with two, 
three, four and five. 

STICKS. 

Diagonals of two by one. Make acute angle pointing to the back. The ends of the stick must be 
two inches apart in front and upon a black line. Now make another acute angle, pointing to the front. 
Join it to the other two sticks, and see, we have one of the four-sided figures. Let us see which it is. 
The one with four equal sides and two acute and two obtuse angles, and having its opposite sides parallel. 



60 PRACTICAL SUGGESTIONS 

Now make another oae like it aud })lace two inches iu front of it. Then make one on the right side and 
on the left side, two inches apart. We have four of them, and I will tell you their names. It is 
rhomb. Now, take two two-inch sticks and make a right angle. Place it in front on the right side, the 
ends of the sticks touching the obtuse angles of two rhombs. Repeat upon the other three sides. Have 
the diagonal sticks colored so that the children will not confuse them with the two inch sticks. 



o 



SUGGESTIONS FOR CHRISTMAS PRESENTS. 

MATS. 

PICTURE FRAME, 

A square mat lined with silver or gilt paper. Fold two shawls iu order to find center. Now, fold the 
right angles into the center, then out again to the middle of the side and place in center a picture of a 
child's head, or some Christmas picture. Attach cord and tassels by which to hang it, arranging so that 
one right angle will be below and one above. 

HAIR RECEIVER. 

Oblong mat lined. Paste short side to long side, forming a cornucopia. The oblong portion above, 
fold back into right scalene triangles. Attach cord aud tassels.' 

MATCH CASE. 

Oblong mat not lined. Draw lengthwise upon the back of mat, three lines, dividing it into four 
equal parts. Take one long side of the mat and fold it to the line which marks one-fourth. Paste it in 
this position, leaving the one-fourth extending beyond. Now, cut this at intervals the entire length of 
the mat, up to the place where the other side is pasted over. Give each child a cylinder and let him wrap 
the mat about it and paste together the portion which overlaps. When pasted, turn the little cut portions 
under upon the plane face of cylinder and let it rest upon the table and press liat. You have now a small 
cylindrical box about an inch aud one-half high. Give child snuiU circular disc of card Ijoard al)out an 
inch larger than the circle which the box forms. Hold the cj'linder and put stiff paste upon the pieces on 
the bottom, then place in the middle of the card-board, pressing firmly until dry. Eemove cylinder. Cut 
fringe of crimped tissue paper, and finish around the card-board at the l)ottom. 

NEEDLE BOOK. 

Oblong mat, one-half inch strips, woven one up, one down. Cut an oblong piece of card-board, the 
width of the margin, smaller than the mat. Fold the two short sides together, thus making a book. 
Cut a needle book of pretty cloth and sew it upon the middle line of the card-board. Place upon the 
mat, fold the margin over the sides of the oblong card-board aud paste. This is a very simple present 
which can be made easily by the children. 

SEWING. 

PHOTOGRAPH CASE, 

Two oblong pieces of grey card-board eight by one inches. Rough surface card-board makes a 
prettier foundation for all presents than the smooth. Sew a sprig of holly. Color the berries with red 
chalk and leaves with green, or paint, when sewed. Tie the two pieces of card-board together with 
scarlet ribbons, upon the two long sides, making three ties upon each side, leaving the long ends of 
ribbon. Cord and tassels may be used instead. 

CALENDAR. 

Oblong card-board six by nine inches. Picture of little girl blowing the down from a dandelion ball 
to tell the time by counting the remainder. Attach small calendar in one corner; line, and suspend with 
cord and tassels or ribbon. (See Appendix.) 

I'EX WIPER. 

Five pointed star, pale green card-board. Trefoil in each point, sewed in gray-green silk or wool. 



FOR KINDERGARTNERS. 61 

Tie through the center with narrow green ribbon to piece of chamois or felt, cut in five pointed star or 
circle. It can be made in other colors by drawing on each point three circles, each a trifle larger than the 
middle one. Sew in three tones of any color desired and tie with ril)bon of same color. (See Appendix.) 

FOLDING. 

Glove and handkerchief boxes may be obtained from the Kindergarten supply depots and covered 
with folds. 

HOLLOW PICTURE FRAME. 

Cut square or oblong one inch and one-half in width and any dimension which you desire your frame 
to be. Let children crush tissue paper, and after pasting a little cotton upon the card-board frame, cover 
with the tissue paper, pasting it upon the under side. Care must be taken to make the corners fit nicelv. 
Now, fold small rosettes of white folding paper as follows : Table cloth ground form : fold as for second 
trapezium cross, having the acute angles to the center, but fold the side on top of the middle line, instead 
of turning it under. Open the triangle and press down, forming eight small equilateral triangles around, 
making a rosette form. Paste in, a round yellow center, and cut away the outside around the triangles. 
This will make it look like a daisy. Paste them at regular intervals around the frame upon the tissue 
paper. Put a picture upon a stiff background and paste frame around it. A cord may be attached, or a 
piece of card-board pasted at the back to make it stand. 

PASTING. 

Blotting pad. An oblong of gray card-board, eight by four inches. Cut quatrefoils, circles, or stars 
of any kind in three sizes: Smallest, light tone; medium, lighter; largest, normal. Paste light on lighter, 
then on normal. Make three of these and paste upon the card-board as a border through the center, 
not touching. Border the two long sides with two narrow strips eighth of an inch apart of the same 
color. Tie to an oblong piece of blotting paper. 



62 



PRACTICAL SUGGESTIONS 

FIFTEENTH WEEK. 



SALIENT IDEA. 
Same as last week. (Child's gift valuable for the love he puts iuto it. j 

SPECIAL IDEAS. 



Balance. 



Triangle. 



SONGS. 

Change hymn to "Our Father in Heaven, we hallow thy name." 
"in a Manger, far away." "Hang up the Baby's Stocking. 

GAME. 
Scissors' Grinder. 

STORY. 
What the Shepherds found. 

TALKS. 

Our Kindergarten Room and that which we have put iuto it. 
Location, North and South. 



MONDAY. 




TUESDAY. 




WEDNESDAY, 


ourth Gift. 


THURSDAY. 

Sticks. 


♦ Fifth Gift. 


FRIDAY. 

Christmas Work. 


Triangles. 



Review Fourteenth Week. 



GROUP WORK. 

MONDAY. 
TUESDAY. 



History of the Red Charts. We first noticed red when playing with our balls, then we brought reO 
things and our teachers made one chart and certain little children made the other. Talk about the forms 

o 

used and the thought represented. 



Orange charts. 



Yellow charts. 



Review story. 



WEDNESDAY. 



THURSDAY. 



FRIDAY. 



FOR KINDERGARTNERS. 



63 



FIFTH GIFT. 

Compare with Fourth Gift. It has the same number of faces, corners and edges, but it is larger than 
the Fourth Gift. Notice lines and take down one divided cube of each kind. Observe the number of 
parts, and the manner in which they are put together. Lift the top of your new cube, and place three 
inches to the right side. Have the children place thumbs firmly over the two lines in front, pointers over 
the two lines at the back, and doul)le the other three fingers, so as to press firmly against the sides. Lift 
another part, and place three inches to the right side. How many parts? Three. Draw three cubes one 
inch to the front from each part, then push three cubes one inch to the back from each part. How many 
parts now? Nine. Leave the middle cube in each part and push the one on each side of it away one inch. 
Count parts. Twenty-seven. Keconstruct in same manner, and let the children build. 

■ 

TRIANGLES. 

Hold up triangle. How many sides has it? Three. Now I have a whole family of three-sided 
things, and I mean to let you see them all, and find out al)out them. Give one of each kind to every 
child. Hold up any one, and tell me all about it. All listen while one tells what he can about one trian- 
gle. The right isosceles has three sides, one long and two short; three angles, one right and two acute. 
Right scalene. Three sides, one long, one short, one medium. Three angles, one right, one small acute, 
one larger acute angle, etc. Let children draw on the board and name things which have three sides like 
the triangle. Ask children to cut triangles at home and bring to the Kindergarten. 

FOURTH GIFT. 

Balance. Place one brick in a lying position, short, narrow face in front. Place another brick in a 
lying position on top of it, short, narrow faces, right and left sides. Now another like the first one. 
Continue until all are built up. How many lying front to back? Four. How many lying left to right? 
Four. Upon which face are they resting? Long, broad face. Why do they lie without falling? Be- 
cause we placed them right over the middle each time. Build cube. Now begin with a brick in a sitting 
position and build up. Then in a standing position. Which is the most difiicult to keep from falling? 
When the little bricks remain without falliug we say they are balanced, that is one does not lean awaj- from 
the middle any more than the other. Place a brick lymg front to back, and balance one upon it standing 
left to right, then another lying, standing, etc. Balance them, lying and sitting, then sitting and stand- 
ing, then 13'ing, sitting, standing. 

STICKS. 









Eio-ht two-inch sticks. See if you can make me two right angles with only two sticks. How did you do 
it? By making the end of one stick touch the middle of the other. Now see if you can make four right 
ano-les with two sticks. How did you do it? By placing one across the middle of the other. Make two, 
as you did at first, having the left to right stick in front, four inches from the front of the table. Make 
two more right angles, having the left to right stick at the back and the front to back stick upon the same 
line as the first one, but placed two inches back of it. Make two right angles for the right side and two 
for the left side. How many right angles? Count by twos. Two and two are four, four and two are 



G4 PRACTICAL SUGGESTIONS 

six, six and two are eight. Take the left to right sticls in front and make it touch the other end of the 
same stick. Take the left to right stick at the back and do likewise. Move the stick on the right side 
to the left, making it touch the other end of the same stick. Move the stick on the left, to the right. 
Count right angles. Twelve. Move the left to right stick which you moved at first, so that it will lie 
across the middle of the front to back stick, making four right angles. Do so with back, right and left 
sides. Count right angles. Sixteen. Push the four right angles in front, to the back one inch, then 
push the fou^ at the back, to the front one inch. Push the right and left sides one inch, making all touch 
in center. Count right angles. Twenty-four. Lift out sticks making them touch outer ends of sticks as 
they did ia figure one, then push all out one inch which will make figure one. 



B6 



PRACTICAL SUGGESTIONS 

SIXTEENTH WEEK. 



SALIENT IDEA. 

Same as last week. (Bring out the thoiiglit that thev are to make pai'ents happy when they come to 
see the tree. Give songs, games and smiles away as well as gifts made with tlie hands.) 



SPECIAL IDEA. 
Rhomboid. 

GAMES. 
l!^mphasize the " Baskets" and Dancing Games. 

STORY. 
Kcad ami adai)t "The Birds' Christmas Carol." 

TALK. 
Pine Trees. 



MONDAY. 

Fourth Gift. 



THURSDAY. 

Sticks. 



TUESDAY. 

Fifth Gift. 



WEDNESDAY. 

Triansles. 



FRIDAY. 

Christmas 'Work 



Review Fifteenth Week. 



GROUP WORK. 



MONDAY. 



TUESDAY. 



Counting. First child say one, second child say two, third child say three, etc. Begin at other end 
of group and repeat. Encourage them to follow i-apidly. 

WEDNESDAY. 

First child, one, two; second child, three, four; third child, five, six, etc, 

THURSDAY. 

First child, one, two, three ; second child, four, five, six, etc. 



FRIDAY. 



Review story. 



FOR KINDERGARTNERS. 67 

FOURTH GIFT. 
Invention. Notioo bricks which are bahiuced ; notice any space enclosed and ask dimensions. 

FIFTH GIFT. 

Temple. Tell about the temple at Jerusalem, M'here Mary and 
Joseph took Jesus, and where he taught the Doctors. 

TRIANGLES. 

Right isosceles. Each child make a form of life containing one, two, four [ 
and eight triangles. Notice every rhomboid. 

STICKS. 

Add rhomboids to a square four inches by four. Then add an acute angle 
to front, back, right and left sides, forming trapeziums. 






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PRACTICAL SUGGESTIONS 

SEVENTEENTH WEEK. 



SALIENT IDEA. 
The result of realizing relationships. (Happiness.) 

SPECIAL IDEA. 



Hexagon. 



SONG. 

In January falls the snow." 

STORY. 

•'The Little New Year." 



TALK. 
Gifts received. 



MONDAY. 

Doll Party. 



TUESDAY. 

Fourth Gift. Folding. 



THURSDAY. 

Triangles. Folding. 



FRIDAY. 

Sticks. Sewing, 



WEDNESDAY. 

Fifth Gift. Mats 



GROUP WORK. 



MONDAY. 



Review the work before the holidays. 



TUESDAY. 

Month of January. What it brings, snow, ice, sleet, cloudy days, icicles, frost pictures on our 
window panes. 

WEDNESDAY. 

Number. Each child two sticks. Let us count the twos. Two children hold up their two sticks. 
How many sticks do two twos make? Four. Three twos? Six. Four twos? Eight. Let them say 
two times two are four ; three times two are six, etc. 



THURSDAY. 

Give each child a different number of sticks; two, four, six, eight. Ask first child, how many sticks 
have you? Two. How many twos have you? One. Second child, he*' many sticks have you? Four. 
How many twos have you? Two. 



FRIDAY. 



Review story. 



FOR KINDERGARTNERS. 

FOURTH GIFT. 



69 





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House forms. Join short, narrow faces of two bricks, and place them upon the table, resting on long, 
narrow face ; stand one upon the right side and one upon the left side, long, broad face in front; place 
one upon the middle of first two resting upon long, narrow face, then two more al)ove in same manner, 
then one above in same position. How wide is your house? Six inches. How high? Four inches. 
How many windows? Two. What shape? S(juare. How wide and high? One by one inch. Take 
out the four from the middle, lift the two upon the sides and stand upon the first two, one on each side ; 
now stand one in the middle; place two in a sitting position across the top, then one above these two. 
How wide? How high? How many windows? How M'ide and how high are thev, and what shape? 
Take down all l)ut the first two. Now take away one of these; stand one upon the left side of this, and 
upon the table; stand another at the right side upon the sitting brick; stand another above the one on 
the left side and fit one in a sitting position upon the right side. Now place one standing upon the table, 
one inch from the right side ; place one above it in a sitting position, then stand one above that near the 
middle. How wide? How high? etc. Take the last one which you placed, away, and also the standing 
and sitting brick from the left side ; now place one at the left side in a sitting position enclosing a sijuaro 
window ; place the remaining two above in a sitting position. 

FIFTH GIFT. 

Table with chairs al)out it for the Christmas dinner. Make four chairs of three whole cubes each, 
and use remainder for table. 

TRIANGLES. 

Six equilateral triangles. You may put them together as you like. Notice the child who makes the 
hexagon and ask the others to copy. Count sides and angles. Si.x sides and six angles. What is its 
name ? Hexagon. Is it like the hexagon which we made in our folding ? No. Let children discover that 
this has equal sides, and equal obtuse angles, whereas the other had two long sides and four short ones, and 
two right and four obtuse angles. Let them draw both kinds upon the board. Add two triangles, making 
a baby rattle. 

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First set children make tree and wagon. Second set, house and plane. Third set, shepherd's crook 



70 PRACTICAL SUGGESTIONS 

and star. Sum up the Christmas thought. Ever^'body happy. Little children happy, because of the 
toys received, represented by tree and wagon. Older people happy, because of the good work they do, 
which helps other people, represented hy house and plane. Highest happiness shown by the shepherds, 
who simply followed the light and found the great Christmas gift. 

MATS. 

Eed, light and lighter. Strips one-third inch wide. Two up, two down, broken steps. Emphasis on 
the number three. Dictate by form. Lift two strips and make an oblong, two more and make another 
oblong. Second strip, lift one strip make an oblong, lift two strips make an oblong, two more and make 
another oblong, etc. Now let us see how these oblongs touch each other. Part of the long sides touch. 
The second oblong begins at the middle of the first oblong and extends over one strip beyond the first. 
If you will impress this relation of form upon the child, he will be able to work his unit mtelligently. 
Now we will put in another strip. Make an oblong first, then lift two strips and make another oblong, 
etc. How many steps? Three. What shape? All oblongs. Can you begin like the first one and make 
three more steps? 

CUTTING. 

Ked, light and lighter. Have squares of lighter red paper, five by five inches upon whicii to mount 
the cut. Light red paper three by three inches. Fold the light paper into the basis for cutting, then 
fold the acute angle on the left, back to the right angle, producing an oblique line. Cut this line obtain- 
ing a cross form and four squares. Paste the cross on the lighter square and each small square fitting 
into the angles of the large square, away from the center piece, letting it stand out as a distinct form. 
(Figure 17, Appendix.) 

SEWING. 

Normal and light on light red card-board. Hexagon cross forms. Let the children have a sample 
card and try to put four hexagons together to form a star like their folding. Select the best and let all 
copy. Leave one or two holes all ai'ound and place the four crosses in the middle of the card not touch- 
ing. Border with straight lines, in light red. (Figure 23, Appendix.) 

FOLDING. 

Light red. Fold hexagon cross form. Let children count its sides and angles. Give name hexagon. 
How many hexagons to make a cross? Four. Which angles turn in? Right angles. Which turn out? 
Right angles. What shape are the spaces between the hexasons? Three sided figures, or triangles. 



72 



PRACTICAL SUGGESTIONS 

EIGHTEENTH WEEK. 



SALIENT IDEA. 

Adaptability of Earth to the Seasons. 

Larger family (Nature) fitting into a lai-ger universal law. Foreshadowing relationship of family to State. 

SPECIAL IDEA. 
Prism. Not named, but definite experience given. 

SONGS. 

" Old Winter is a sturdy one." "O, 1 am the wind." 

STORY. 
North ^Vind. 

TALK. 
Winter. Mother Nature's care for her children 



MONDAY. 

Fourth (lift. Folding. 



TUESDAY. 

Fifth Gift. Mats. 



WEDNESDAY. 

Triangles. Sewing. 



THURSDAY. 

Sticks. Peas Work. 



FRIDAY. 

Sewing. Mats. 



GROUP WORK. 



Review Seventeenth Week. 



MONDAY. 



TUESDAY. 



Name Season duriug which each wind prevails. Winter (Noith wind). Summer (South wind). 
Spring (East wind). Autumn (West wiud). 

WEDNESDAY. 

The Season to which each belongs. Effect of each wind. 

North wind makes cold weather. South wiud brings warm weather. East wind brings rain West 
wiud l)rings snow and cold weather. 

THURSDAY. 
^^'iuds plant seeds by blowing them from place to place. 



FRIDAY. 



Review story, 



FOR KINDERGARTNERS. 



73 



FOURTH GIFT. 

Enclose space by dictation. Make a fence about a yard four by four inches. Make a fence about a 
yard six by two inches. Make a fence about a 3'ard six by one inches. Make a fence about a yard five by 
two inches. Malve a fence about a yard three and a half by three and a half inches. Make a fence 
about a vard five and a half by one and a half inches. Notice square contents each time. 

FIFTH GIFT. 

Divide into thi-ee parts. Formulate, I have divided my cube into three equal parts. How many 
cubes does each part contain ? Nine. How many threes in one part? Three. In two parts? Six. In 
three parts? Nine. What shape is the face above? Square. How many scjuare faces has one part? 
Two. Where are they? Opposite to each other. Place the middle part so that the square faces will be 
front and back. Place part on the left so that the square faces will be left and right. Now the square 
faces are all m different positions. Hold your hands against the square faces of the part on the left and 
tell about them. These two square faces are opposite, equal and parallel. Formulate the same with the 
other parts. Notice that each part only has two sijuare faces. Build cube. Now 30U may make several 
solids which shall have only two square faces, opposite, equal and parallel. Make some large and some 
small. You may use the small pieces too. I would try to make a very small one. Hold in mind the 
fact that a prism depends upon the relation of its bases and try to impress this definitely upon the ciiild's 
mind by having him formulate the relation of the faces which are the bases, before you give him the name. 

TRIANGLES. 

Give each child two right isosceles and two right scalene triangles. Separate your tables 
and arrange children so that four sit at a table, each two opposite. Take your smaller tri- 
angles and put together, making a larger one ; place it four inches from the first line on the 
table, long side toward 3'ou; take the other two triangles, join, making a larger triangle, then 
jom the short side of this triangle to the long side of the other, making a four-sided figure. 
Now put your hand upon your own figure and push up until the right angle touches the right angle of your 
partner's figure opposite, and see we have made a star. Where are all the right angles? In the middle. 
Where are the acute angles^ Outside. This is the very star which we shall make in our next folding. 
I will let you all have a paper and you may fold it now to take home. Have the tablecloth ground 
forms previously folded at odd times, by children who took papers home for that purpose. Let children 
try to discover the method of folding after you have shown them where the acute angles must be. 

STICKS. 

Sled. Place one four-inch stick from left to right, four inches from first line; 
place another one inch back of it parallel to it. Now move the second stick one 
inch to the left; join the ends with diagonal sticks; notice sides and angles; place 
another four-inch stick one inch back of second stick parallel to it ; join with half 

rings, both turned to the right; add a one inch to the second long stick on the right side, join with a 

diagonal stick ; add long stick for rope. 

PEAS WORK. 
Sled. Make two rhomboids, long stick four inches, short sticks one inch, join together above with 
two-inch sticks. Add long stick in front. 






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Pictures of animals. Continue red sewing 
Continue red mats. 



Continue red folding. 



SEWING. 

MATS. 
FOLDING. 



74 PRACTICAL SUGGESTIONS 

NINETEENTH WEEK, 

SALIENT IDEA. 

Adaptability of man to seasons. ( Ackuowledgiiieut of universal law.) 

SPECIAL IDEA. 

Prisms. 

SONG. 

Shoemaker. 
GAME. 

Emphasize the Scissors' Grinder. 

STORY. 

Traveler and the Wind. 

TALKS. 

Clothing. Leather. Rubber. 

MONDAY. TUESDAY. ' WEDNESDAY. 

Fourth Gift. Modeling. Fifth Gift. Mats. Triangles. Cutting. 

THURSDAY. FRIDAY. 

Sticks. Sewing. Folding. Picture Sewing. 

GROUP WORK. 

MONDAY. 

Review. 

TUESDAY. 

Cotton material : Where obtained. 

WEDNESDAY. 

Woolen material : Where obtained. 

THURSDAY. 

Silk material : Where obtained. 

FRIDAY. 

Review story. 



FOR KINDERGARTNERS. 75 

FOURTH GIFT. 

luveut house forms. Talk about the protectiou afforded man l)y the house. Notice dimensions. 

FIFTH GIFT. 

Make all the solids which you can that will have two faces alike, opposite, equal and parallel. The 
faces may be any shape, just so two are alike. As fast as children discover the different prisms, hold one 
up aud let all copy, so that all will have a variety. Scjuare prism, trianirular prism, rhomboid, trapezoid, 
pentagonal, octagonal. Individual attention; let each child find the faces which are opposite, equal aud 
parallel. Now, whenever we have a solid and can find two faces upon it which are just alike, and are 
opposite and parallel, we call it a prism. All these solids are prisms, then. There is a great family of 
prisms, but the two faces which are alike must always have straight sides. Find all the prisms which are 
in this room. A prism always gets its other name from the two faces which are alike ; now this one 
which has two square faces opposite, equal and parallel, will be called square prism, and this with two 
triangular faces will be a triangular prism. Name each one of them. 



TRIANGLES. ^ 

Shoe. (Protection.) Seven right isosceles, one right scalene, one equilateral. Make an 
oblong with four right isosceles, then make a square with two right isosceles and place it back 
of the square on the right side. Then fit the remaining one into the right angle on the left side. Now place 
a large triangle, on the left side, short side touching the side of the square. Place the remaining triangle 
in front on the right side, with side touching the square, to form heel. 



^ 



STICKS. 

Umbrella. (Protection.) How many equal sides has this triangle? Two. What kind 
of angles? Two acute and one obtuse. For what purpose are umbrellas used? To 
protect from sun, rain and snow. Of what material are they made? Silk, wool, cotton, 
wood, bone, ivory, silver, gold, nickel for handles, steel for ribs. 

OCCUPATIONS. 



Continue red mats, sewing, folding and picture sewing. 



76 



PRACTICAL SUGGESTIONS 

TWENTIETH WEEK. 



SALIENT IDEA. 

Progressive movement of the Seasons. 

SPECIAL IDEA. 

Square Prism. 

SONG. 

"Old Winter is a Sturdy One." 

GAME. 
Kitty and Mouse. 

STORY. 

TLe Seasons. 

TALKS. 

Cats. Change. 



MONDAY. 

Fourth Gift. Sewin"-. 



TUESDAY. 

Fifth Gift. "Mats. 



THURSDAY. 

Sticks. Sewing. 



WEDNESDAY. 

Triangles. Folding. 



FRIDAY. 

Peas Work. Mats. 



GROUP WORK. 



Review. 



MONDAY. 



TUESDAY. 



Hold up three sticks, then three more, etc. Add, three and three are six, and three are nine, and 
three are twelve, and three are fifteen, and three are eighteen, and three are twenty-one, and three are 
twenty-four, and three are twenty-seven. Just as many as we have small cubes in our large cube. 



WEDNESDAY. 



Add again to twenty-seven, then take away three at a time. Twenty-seven less three are twenty- 
four, etc. 



THURSDAY. 



Count how many times three it takes to make tweut3'-seven, laying three together, saying one three, 
two threes, etc. 



FRIDAY. 



Eeview story. 



FOR KINDERGARTNERS. 

FOURTH GIFT. 



77 



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X 





















10 



11 





12 



13 



Sequence forms of beauty. Push the two at the back ou the right side, cue inch to the back; then 
push the four in front, oue inch to the right. Now push the two in front on right side, one inch to the back. 
What did we do? Changed our form. Who can show us another way to change it? Let some child 
show. When you find oue who encloses the triangle, let all copy. How many triangular spaces? Who 
can change so as to get a larger space in the middle? When one shows the way, let all follow. What is 
enclosed? An octagon. Which faces are toward the middle? Short narrow faces. See if you can 
change the one in front on right side so as to turn the long narrow face to the middle; change the other 
three bricks ; draw out the remaining four to make a larger octagon in the middle ; change the same four, 
turning the long narrow faces in ; draw out the other four. What is enclosed? An octagon. The largest 
we have had. Do 3'ou think we could make a larger one with these bricks? No. This is as far out as 
they can be placed. Push in the front, back, right and left bricks, enclosing a square; turn the other 
four with the short narrow faces in ; draw out the first four, making an octagon again ; push in the ones 
having the short narrow faces turned in forming a square in middle; turn the front, back, right and left 
brick with short narrow faces in; draw out the other four; push in the front, back, right and left bricks; 
turn the brick at the back on the right side, from front to back, touching the brick in the middle at the 
back; turn the oue in front on the left side, from front to back, touching the brick in middle in front; 
turn the one in front on the right side from left to right, touching the one on the right side, opposite one 
the same; move two bricks on right side, to the front one inch; move the four in front, to the left one 
inch; move the two at the back, to the front one inch. Now we have our first form. 



FIFTH GIFT. 

Development of square prisms. (Pi'ogression in contents.) 

In making the one containing sixteen, give children three extra cubes from Third Gift to complete it 
so that they will have four complete prisms. These are all solids, they are all prisms. They are all square 
prisms. Let us see if we can tell why they are solids. Because every one is long and broad and thick. 
Why are they prisms? Because they each have two faces which are just alike, that are opposite, equal, 
and parallel. Why are they square prisms? Because the two faces which are alike are squares. How 
many faces has each? Six. Corners? Eight. Edges? Twelve. How many cubes in each? One, 
four, nine, sixteen. Free building. 



78 



PRACTICAL SUGGESTIONS 

STICKS AND RINGS. 





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Connect with the game, "Kitty cat, I hear a mouse." 

TRIANGLES. 

Risht isosceles. Invention with sixteen. Individual attention. 

CUTTING. 

Orange, light and lighter. Cut the three by three-inch paper as marked in figure 18 Appendix. 
Mount the lighter on the light and place oblongs away from the center piece, in middle of the sides of the 
lighter square. 

MODELING. 

Coffee mill developed from cul)e. Bend wire for handle. 

SEWING. 

Orange, normal and light on lighter card-board. Invention from basis of square. Make a horizontal 
line upon your card leaving five holes above it and five holes on each side of it. Let children find it for 
themselves. Make a square, then add anything which they choose. Encourage the children to make 
lai'ge figures. 

PEAS WORK. 

Form of beauty from basis of triangle. Three two-inch sticks; make a triangle; add a square to the 
side in front; take three more sticks and add a square to the right side at the back; then left side at the 
back; add two more sticks making a triangle upon each side. Draw on the board. 

MATS. 

Orange, light and lighter. First strip ; make two oblongs each covering three strips, leaving two 
strips on the right and left sides of the oblong, and five strips in the middle between them. (Number 
formula, two ui), three down ; five up, three down ; two up. ) Second strip ; lift one strip, make an oblong 
covering two strips, lift one more strip, make another oblong same size, lift three strips in the middle and 
make two oblongs on the left side in the same way. (Number formula, one up, two down, one up, two 
down, three up, two down, one up, two down, one up.) Third strip; make an oblong covering two, 
lift three strips, make another oblong covering two, leave one strip in the middle and repeat the same on 
left side. (Number formula, two down, three up, two down, one up, two down, three up, two down.) 
Fourth strip, like number two. Fifth strip, like number one. Sixth strip, an oblong covering three, in 
the exact middle of the mat. Continue making one figure in the middle, like the two figures on left and 
right sides, made with the first five strips. Continue repeating figures. 

FOLDING. 

Light orange paper. First trapezium cross. (See figure 12, Appendix.) 



80 



PRACTICAL SUGGESTIONS 



TWENTY-FIRST WEEK. 



Review of Experiences. 



SONG. 



"Knights and the Good Chikl." 



STORIES. 
ChiWreu clioose one for eacli day. 

TALKS. 
On the progression of the work. 



MONDAY. 

First, Second, Third, Fourth, 
Fifth, Seventh and Eighth Gifts. 
Beads. 



WEDNESDAY. 

Sticks. 



TUESDAY. 

Modeling. Peas Work. 

Mats, Fokling, Pasting, 

Sewing, Drawing. 



THURSDAY. 

Occupations. 



FRIDAY. 

Occupations. 



Occupations \\\nn\ whicli chiklreu are working to be fiuislied this week 



GROUP WORK. 



MONDAY. 

Review hist week. 

TUESDAY. 

Each fhikl name some song learned since we came to the Kindergarleu. 

WEDNESDAY. 

Name games. 

THURSDAY. 

Name stories. 

FRIDAY'. 

Review stories. 



FOR KINDERGARTNERS. 81 

MONDAY. 

Divide tlie Kindergarten into eight divisions. Give first division, balls; second division, second gift; 
third division, third gift; fourth division, fourth gift; fifth division, fifth gift; sixth division, squai'es 
and triangles, all the kinds, different children taking different triangles ; seventh division, sticks, all lengths, 
I'ings and half rings, different sizes; eighth division, beads. We have on our tables all the things with 
which we have worked, but did not keep for our books or take home with us. Which did we play with 
first? Balls. Hold them up. What shape? Eound, having one curved surface, no corners, no edges, 
and are always the same, whether nioviug or still; they have straight strings, though, and since we have 
had the things that come after the ball, I think you can tell nie what those little strings make you think 
of, that you have had since. The straight edges of the cube. Now what is most like the ball? The 
sphere, because it has one curved surface, no corners, no edges. It has no string attached and is made of 
wood instead of wool, so that it is hard instead of soft, and makes a noise, while the soft ball does not. 
What did I tell you about the surface of the sphere and the middle of it? Every part of the surface is 
the same distance away from the middle of the sphere. Which one next, is most like tiie sphere? The 
cylinder, because it can roll like it, and has one curved sui'face, and no corners; but it can stxiud and has 
some plane faces and some edges, which make it like the cube, which comes after it. We can not find 
anything alike in the sphere and cube, but the cylinder is like both. The cube has more faces (all plane), 
more edges (all straight), than the cylinder, and it has corners, which the cylinder has not. These three 
forms are solids, because thej- are long and broad, and thick. What comes next? These cubes in the 
boxes. What is the diiference between this cube and the other? It is just like it except that it is divided 
into eight parts. When the eight parts are together it makes a cube, and each little part is a cube just 
like the large one. What can you do with this cube, that you could not do with the other? Take it apart 
and build new forms. Which comes next? The cube divided into bricks. What is the difference be- 
tween this one and the first divided cube? The whole cube is the same, but the parts ai"e not like the 
large cube, so we can make better forms. The large cube comes next. It is larger, has thirty-nine parts 
and some of the parts are like the whole cube and some are not. It has new kinds of faces, upon some 
parts (triangular), and we can make more forms. What do j'ou thiLk comes next? The squares 
which are like the face of the cube, then the triangles which are like the faces of the triangular parts. 
What is the difference between the things we make with the cubes, and those we make M'ith the squares 
and triangles? We make the whole thing with the cubes, and only the picture of one side with the squares 
and triangles. What is taken away from them? Nearly all the thickness. Now what else comes that 
seems a part of the cube? The sticks, which are like the edges of the cube and rings like the edges of 
the cylinder. What do we make with them? Pictures of the outside of one face of an object. Then 
what comes next? The beads. If they were veiy small they would look like the corners of the cube, 
so everything would be taken away from the solid except a little point (show small seed). 

I have indicated that which the teacher should hold in mind in order to let the children see the 
progression in the gifts and the connection between them, but do not make it laborious analysis for the 
children. Rather give it rapidly and in a playful manner. Now each have a different thing so you muv do 
or make that which you like with them. The children will probably roll the balls, spin the cube aud 
cylinder and build with the divided cubes. 

TUESDAY. 

First set, clay; second set, peas work aud sticks; third set, mats; fourth set, folding; fifth set, 
pasting; sixth set, sewing; seventh set, drawing. The things we make with clay are alwavs what kind? 
Solids, showing faces, corners and edges. The peas work always shows us how a solid looks with the 
inside all taken out, and where the edges and corners would be. Our mats are strips woven together so as 
to make something which looks like the face, and the folding and the cutting paper, show us squares like 
the faces, and the sewing and drawing show us the lines, or the sides of the faces, which we can put 
together. If we take a piece of card-board and prick little holes, one after another, we see how to make 
lines out of points. Let me see if you can tell me while I point how we can begin with little points, and 
put together until we make a solid. Many points make a line (Sewing and Drawing); many lines make 
a face (Folding, Cutting, Mats, strips representing lines,) many faces make a solid. (Peas Work 



82 PRACTICAL SUGGESTIONS 

shows how they must be put together. Modeling shows the solid wheu all is tilled in. ) You may use the 
material which you have, making an^^thing you like and take it home. 

STICKS. 

Lav sticks in four ways, not touching. Put two together making three different angles. Make a 
fio-ure containing only acute angles. Make two figures containing only right angles. Make a pentagon, 
hexagon and octagon. What did we begin with ? Three lines. What next? Angles. How did we get 
the angles? By making two lines touch. What did we make next? A figure containing three angles. 
Can you make any figure with just two angles? No. Then we made all the figures containing only right 
angles. Then we made a figure containing five olituse angles. Then we made the figure containing six 
obtuse angles. Then we made the figure containing eight obtuse angles. Name them all. 

No occupations indicated for this week. Finish all work on hand, or let children choose the kind of 
work which they like best and take home, when completed. 



84 



PRACTICAL SUGGESTIONS 

TWENTY-SECOND WEEK. 



SALIENT IDEA. 



Motive Power as demonstrated in song, " Wheelwright." 



SPECIAL IDEAS. 
Number bj threes. Position of corners b)' threes. 



SONG. 



"Wheelwright." 



GAMES. 
Millwheels. Cooper. 

STORY. 
"The Grist Mill," and "The Saw Mill." 

TALK. 
Motion. 



MONDAY. 

Fourth Gift. Peas Work. 



TUESDAY. 



WEDNESDAY. 



Sixth Gift. Sewing. Obtuse Isosceles, Triangles, Pasting. 



THURSDAY. 

Sticks. Mats. 



FRIDAY. 

Modeling. Sewing.' 



GROUP WORK. 



MONDAY. 



Review last week. 

TUESDAY. 

Things which move as wholes; apples when they fall ; pebbles when they roll, etc. 



WEDNESDAY. 



Things having power to move one part at a time; a dog may move his head, foot, or tail; a bird may 
move his head, foot, tongue, eye; a child may keep all parts of his body still and use his thinking cap. 



THURSDAY. 

We will think how to make a wagon to-day. Each one may think of one part and when we have 
them all we may tell how the parts must fit together. (Mental picture construction.) Each child tell how 
wheels help him individually. 



FRIDAY. 



Review story. 



FOR KINDERGARTNERS. 



85 



FOURTH GIFT. 

Communicated motion, the material illustration of the salient idea for the week. Let each child 
stand his eight bricks half an inch apart; at a given signal all touch lightly the brick upon the right side, 
so that each child will experience the same fact at the same time. Let each two children stand tlieir bricks 
together making a row of sixteen; then let all children place their bricks together either upon the tables 
or upon the floor. Select the smallest child to touch the first brick, and the interest in the successive 
motion of each brick, will be intense. Bring out the positive side in your talk, i. e. : that one brick helped 
the one next to it, to move, giving away its motion instead of keeping it. Let children make their own 
application of the truth by asking them individually, "Show me the little child you can most easily help," 
until you have circled j'our Kindergarten and every child has been touched and included, even as every 
brick received motion. ■> 

SIXTH GIFT. 

Hi 




Wind mill. Give each child four cubes from the third gift to support flappers. When twelve rows 
have been built up as illustrated, place a cube upon the right and left sides. Place a brick in a standing 
position, long narrow face in front, projecting one half inch forward. Place another brick in the space 
remaining in a standing position not projecting. Place two more cubes above the first two projecting one- 
fourth inch forward. Place a square prism upon the two cubes on the right and left sides, another s(|uare 
prism upon the first standing brick projecting at the back, and place the remaining square prism standing 
upon it, thus completing the flappers. 




Obtuse isosceles 



TRIANGLES. 
Wheel. Show one like it in clock. 
Count by threes. 



STICKS. 

Barrel. Let children bend sticks with which to obtain a curved effect. Barrels 
roll as the tree trunks did. Fill with various articles of food; sugar, flour, potatoes, 
apples, etc. 

PEAS WORK. 



• Corn-popper. Analyze the form according to sides and angles, and assign it 

to its place as a member of the four-sided family. If possible have a corn-pop- 
per and an ear of pop-corn as well as some which has been popped. Ask the children if they believe the 
popped grain came out of the same kind of grain which is upon the ear? What made it change so? If 



86 



PRACTICAL SUGGESTIONS 



there be a fire within reach, let the children hold some corn over the fire and really observe the active 
chano-e. Bring out the idea of the expansion caused by heat in the most simple way that you can. Em- 
phasize the thought that the outside is only the covering which holds more than we can really see, and the 
heat makes that which is within want to grow larger, so, of course, when it pushes hard against the out- 
side, it succeeds in bursting the covering and comes out so that we may see it. This will foreshadow the 
idea of next week, that motion is a result of au unseen force. 

MODELING. 








Illustrate the progressive development of the wheel. Divide entire Kindergarten into five groups. 
First group of children have before them a piece of a limb of a tree, which they copy in miuiatui'e with 
their clay, marking the rough bark and the lines upon the ends. Second group, a thick section cut from 
the limb with a hole in the center, which children copy and mark. Third group, a section like the previous 
with four parts taken from inside. Fourth group, a thinner section with eight parts taken from inside. 
Fifth group, a small wheel, perfectly constructetl from elementary parts, having hub, spokes, rim, tire, 
etc. This they can reproduce in clay, and may be aided by a pattern wheel cut from card-board, the hub 
beinsr added afterward. When all have finished, let the children march around and lead them to observe 
that the wheel was evolved by elimination of material, each taking away, rendering it more susceptible to 
motion. Allow the wheels to become dry, then put away carefully to be used in a lesson next week. 

SEWING. 

Light yellow card. Sew in two tones, light and lighter. Give sample card first. Let children invent 
a border using the hexagon and octagon as units. Dictate to those who can not invent. (Figure 25, 
Appendix.) 

MATS. 

Yellow, light and lighter. One down, three up; continued steps. 

FOLDING. 

Let each child fold one, two or three pin-wheels, attach to a stick and take them out into the yard 
to observe the power of the wind in making them move. This in addition to the regular folding for the 
books. Yellow (light tone). Modify table cloth ground form by folding four right angles from the 
"center out, then back to the line thus marked, as in figure three of first salt cellar sequence. Fold the 
short line thus marked on top of the first line marked, thereby bringing the right angle nearer the center. 
Then proceed to fold the hexagon cross form and double hexagons will be shown u})on each section. 
(Figure 13, Appendix.) 

PASTING. 

Yellow, light on lighter. Cut as illustrated and mount the same as red cut. (Figure 19, Appendix.) 



88 PRACTICAL SUGGESTIONS 

TWENTY-THIRD WEEK. 

(Washington "Week.) 
SALIENT IDEA. 

The motive power of earnest purpose. 

SPECIAL IDEA. 

Anal^ysis of boat trapezoi(hil prisms. 

SONGS. 

Emphasize: "Knights and Good ChiUl," "America," "Star-Spangled Banner," "Washington, the 

Soldier True." 

GAMES. 

Ship and Cooper: Emphasis on marching and on driunming at tal)les. 

STORY. 

Adaptation (»f Longfellow's "Tiie Building of the Shi[)," emphasis on the creative power of the Master 

Ship Builder. 

TALKS. 

Soldiers. Incidents in the life of General Washington. Flags and countries. 

IVfONDAY. TUESDAY. M'EDNESDAY. 

Fifth Gift. Picture sewing. Sixth Gift. Picture sewing. Triangles. Folding. 

THURSDAY. FRIDAY. 

Sticlvs. Picture sewing. General gift work. Modeling. 

GROUP WORK. 

MONDAY. 

Revii-w. 

TUESDAY. 

Flags, every country has one. Show pictures of English, French, Irish, Swiss, Turkish, Egyptian, 
American flag. 

A\'EDNESDAY. 

What joins cities? Railroads. What joins countries? Ships on the ocean. 

THURSDAY. 

How do we hear from other people and know what they do? Telephone, telegraph, postal service. 
Lead out, from the telephone method of sending messages, with which they are fannliar. 

FRIDAY. 

Review storv. 



FOR KINDERGARTNERS. 

FIFTH GIFT. 



89 



f^?[ 



/ 















Monument. Tell of the mouumeiit at Mt. Veruon, and how the ships lower their flags when they 
pass by it. 

SIXTH GIFT. 




Fort. 
TRIANGLES. 



Soldier's cap. 

STICKS. 













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Cherry tree. (Use the tree illustrated in Seventeenth Week.) Hatchet, gun, ship. Make a con- 
nected story of it. Use the ship illustrated in Twelfth Week, cutting flags and sails for it. Tell the story 
of crossing the Delaware. 

SEWING. 
George Washington's picture. 

FOLDING. 

Fold tent to take home, and red, white and blue stars for books. Tent, white, fold two books and 
two shawls; fold first book and place on table, long closed side" in front; show me the line, fi'om the 
angle at the back to the middle in front; fold one-half the long side in front over to that line; take hold 
of right angle on left side in front, and turn the paper right over so that it will be on right side in front; 



90 PRACTICAL SUGGESTIONS 

now fold the rest of the loug side up to the line which extends from the vertical angle to the middle of 
long side in front, the same as you did at first; show me the line in the middle extending from front to 
back; fold paper together by that line, placing obtuse angle on closed side, in front; fold closed side on 
the right to the line extending from right angle to middle; turn paper over and do the same again; fold 
the right angles up over the triangles which have been made and open out; place stick in the top with a 
tiny flag upon it. Star for books. Four white, two red, two blue. Cut large folding papers into four 
small squares. Fold two short side of squares to the middle line, forming a ti'apezium ; put eight together, 
acute angles to middle, two red opposite and two blue opposite, four white between, paste upon small 
square and paste in books opposite George Washington's picture. 

On Friday let separate groups make the different things with all the gifts and connect them, with 
talk. 

MODELING. 

Cannon. Use the wheels used last week. Put three sticks through the hole in the middle and place 
a pea upon each end, holding the three sticks together. Model cannon and mount upon wheels. 



i,2 PRACTICAL SUGGESTIONS 

rWENTY-FOURTH WEEK. 

SALIENT IDEA, 
luner motive, not external appearance, valuable. 

SPECIAL IDEAS. 
Halves and quarters. Triangular prisms. 

SONG. 

"Charcoal Burner."' 

GAME. 
Blacksmith. 

STORY. 
The Flax. Adapted from Anderson. 

TALKS. 
Outer and inner conditions. Plant seeds ami bulbs. The ostrich. 

MONDAY. TUESDAY. WEDNESDAY. 

Fifth Gift. Folding. Sixth Gift. Sewing. Triangles. Mats. 

THURSDAY. FRIDAY'. 

Sticks. Sewing. Peas. Mats. 

GROUP WORK. 

MONDAY. 

Review. 

TUESDAY. 

Beginnings .•uid ending. Acorn, oak ; bulb, lily ; seed, flower, etc. 

WEDNESDAY. 

How end comes from the beginning. Putting outside all that is within so that it can be seen. 
Things always show what is in them sooner or later. 

THURSDAY. 

When we take our books home, at the end of the year, what will they show to Mother? All the 
"Thinks," we had in the Kindergarten. 

FRIDAY. 

Review storv. 



FOR KINDERGARTNERS. 



93 



FIFTH GIFT. 

Oae-thii'd of cube arranged so as to divide into triangular prisms. Divide square prism into two parts. 
Formulate, I have two equal parts. How nmch of the square prism is one part? One-half. How many 
halves in the whole square prism? Two. How many halves in one apple? Two. Illustrate by dividing 
cylinder made of clay, a cube, a folding paper, a stick and in all other ways possible. Is this half a 
square prism? No. See if you can tiud out what kind of a pi'ism it is. It is a triangular prism, because 
I see two triangular faces, opposite, equal and parallel. Count faces? Five. Corners? Ten. Edges? 
Fifteen. There are how many times as many corners as faces? Two times as many. How many times 
as many edges? Three times as many edges as faces. Divide each half into two halves. What kind of 
prisms? How many pax'ts have you made of your square prism? Ffiur. How much is one pai't? One- 
fourth of the square prism. Illustrate with other objects. Count one-fourth, two-fourths, three-fourths, 
four-fourths. How many fourths in one-half? Two. In two halves? Four. How many fourths in 
one whole square prism? Four. Push two fourths together. How much? One-half. Push two more. 
How much? One-half. How many halves? Two. Push two together. Take one-fourth. How many 
fourths left? Three-fourths. Formulate; one-fourth from four-fourths leaves three-fourths. Takeout 
another fourth. How many fourths have you taken? Two-fourths. How many left? Two-fourths. 
Two fourths from four-fourths leaves two-fourths. Take one more fourth, etc. 



SIXTH GIFT. 

Comparison with fourth and fifth gifts. Size the same as fifth but it is divided differently. Parts 
look more like those of the fourth gift. Count lines upon each face. Take away the front part. Divide 
the back into three parts. Divide the front into two parts. Four parts have same contents, one part has 
less. It divides into four oblong prisms and one square prism. Reconstruct. Divide by layers into six 
square prisms. Notice lines upon each. Reconstruct. Free building. 



TRIANGLES. 

Development of triangles. Place one triangle upon the table, long side in front, upon a line five 
inches from front. Place another two inches to the right on same line. Take three triangles, make a 
boat trapezoid, join the short side to the long side of the second triangle. What does it make? A larger 
triangle. Make another triangle larger than this one, beginning with one, and adding two boat trapezoids. 
Make another still larger. How many have you? Four. Tell me all about them. All have three sides, 
three angles, two short sides, one long side, two acute angles, and one right angle which is opposite the 
long side. How many small triangles does each contain? One, four, nine, sixteen. Take the first one 
and place it back three inches, with right angle in front on right side. Make a shoe trapezoid with three, 
add to the right side, making the short side which is parallel to the long side, touch the short side of the 
triangle. Add another shoe trapezoid to this same triangle, making it larger. Add another. Count tri- 
angles. Twenty-five. Divide it into all the small triangles which you can. 



STICKS AND RINGS. 





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Illustrate the sons; of " The Charcoal Burner. 



PRACTICAL SUGGESTIONS 

FOLDING. 
Continue yellow folding. 

SEWING. 

Continue yellow sewing. 

PEAS WORK. 
Spoon, knife and fork. §ecure curved effect by bending sticks. 

MATS. 

Continue yellow mats. 



ytj PRACTICAL SUGGESTIONS 

TWENTY-FIFTH WEEK. 

SALIENT IDEA. 
Same as last week. (Inner condition permanent, outer manifestation transitory.) 

SPECIAL IDEAS. 
One-half, one-fourth, one-eighth. Octagonal prism. 

SONG. 

"Oh I am the Wind." 

STORIES. 

•'Lark and Butterfly." "What a Worm could do." 

TALKS. 

Life of Nature, awakening. Silk Worms. 

MONDAY. TUESDAY. WEDNESDAY. 

Fifth Gift. Folding. Sixth Gift. Sewing. Triangles. Intertwining. 

THURSDAY. FRIDAY. 

Sticks. Drawing. Modeling. Mats. 



GROUP WORK. 

MONDAY. 

Keview 

TUESDAY. 

Month of March. What it brings. Winds, little warmer weather, blue birds, pussy willows. 

WEDNESDAY. 

What is taking place under the ground? Worms and insects are plowing the earth, so as to make it 
loose about the seeds; evei-y little seed and bulb is beginning to get ready for a jom-ney, all its possessions 
packed into one tiny brown trunk. 

THURSDAY. 

What will each be when it reaches al)ove the ground? Just what it began to be down in the ground. 
(Life of the whole pervades each part.) 

FRIDAY. 

Review story. 



FOR KINDERGARTNERS. 

BALL LESSON. 

Color. " My ball is like the sky so blue." 



97 



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FIFTH GIFT. 



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Arrange the entire gift into an octagonal prism one inch high. Give each child one more cube from a 
Ihird gift as it will re(|uire twenty-eight cubes. Dictate as follows : With two whole cubes and two half 
cubes make a boat trapezoidal prism; place largest oblong face in front, eight inches from front of table; 
place one whole cube in front on right side touching oblong face, another whole cube to the left of this, 
then a cube divided into four-fourths to the left of this, then another whole cube to the left; place a half 
cube on right and left sides forming a boat trapezoid prism ; place two rows of whole cubes, six in each 
row touching the oblong face; place four whole cubes just as you did the second row, taking care to use 
one divided into four-fourths exactly opposite the one in the second row which is so divided ; place two 
whole cubes in front of the form and fill in the right angles with half cubes in front. Find the two faces, 
just alike which differ from all the others. What shape? Octagonal. What kind of prism? Octagonal 
prism. Find contents. Twenty-eight cubes. How many faces has this prism ? Ten, Corners? Six 
teen. Edges? Twenty-four. Are the oblong faces all equal? No, four are larger than the other four. 
See if you can find a smaller octagonal prism contained in this one and take it out from the right side. 
Combine the remainder into an octagonal prism. 

SIXTH GIFT. 



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Arrangement so as to divide it into halves, thirds and sixths. 

TRIANGLES. 

Octagon formed by placing long side to short side. Begin with one triangle, placed with the right 
angle in front on right side. Place another touching right in front, long side to short side, acute angle to 
riofht angle, and continue working to the left until eight triangles form the octagon, inside and outside. 
Add a boat trapezoid of four triangles, front, back, right and left. 



MATS. 
Finish yellow mat. 

SEWING. 

Finish yellow sewing and picture of Washington. 



98 



PRACTICAL SUGGESTIONS 

STICKS. 





















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Sequence forms of beauty. Square, live by five iuches, add two two-inch sticks in front, one inch 
apart, then two at the back and upon right and h'ft sides. Connect with right angles made with four-inch 
sticks. (Figure 1.) Move right angles out, then move sticks in front to the right and left so that they 
will be three inches apart. Eepeat on each side. Make acute angles, and add front, right, back and left. 
(Figure 2.) Change acute angles to the right in front, left at the back, etc. (Figure 3.) Change back 
to figure two, then to figure one. How did we balance our forms? By putting just as much upon one 
side as we did on the other. 

FOLDING. 

Finish yellow folding. 

DRAWING. 

This week, begin elementary drawing with the children. The technical training acquired from the free 
drawing of the previous week, will render the execution less tedious, while the child has now become suf- 
ficiently familiar with geometric elements, to draw them from abstract dictation. Draw a page each week. 
A school of drawing will be found in the Appendix. Introduce free invention frequently. For this week, 
vertical lines as illustrated in number one. 



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PRACTICAL SUGGESTIONS 

TWENTY-SIXTH WEEK, 



SALIENT IDEA. 

( From permane«it in Nature to permanent in Man.) Movement toward the abstract. Goodness pre- 
sented as an inherent possession in the Charcoal Burner, must be made positive through contrast, which 
is embodied in the "Knights and Bad Child," defiuiag (as it does,) Evil as the absence of Good. 

SPECIAL IDEAS. 

Fx-actional Number and Language. 

SONG. 
Three "Knight Songs." 

GAME. 

"Two little birds once made their nest." 

STORY. 
Goldilocks. 

TALK. 
Modes of Communication. 



MONDAY. 

Fifth Gift. Folding. 



TUESDAY. 

Sixth Gift. Sewing. 



THURSDAY. 

Sticks. Drawing. 



FRIDAY. 



WEDNESDAY'. 

Triangles. Cutting. 



Peas Work. Mats or Intertwining. 



GROUP WORK. 

MONDAY. 

Keview. 

TUESDAY. 

Why the knights rode away in the first song. To tell others about the good child, and so give away 
their joy. 

WEDNESDAY. 

Why they rode away from the bad child. Because there was nothing they could get to take to any 
one else. 

THURSDAY. 

Why they came back to play with hini when he became good. To show how glad they were that he 
had something now to give to others, and to make the mother happy too. 



FRIDAY. 

Keview story. 



FOR KINDERGARTNERS. 101 

FIFTH GIFT. 
Free invention. Individual attention. Notice halves, quarters, eighths, and every prism made. Em- 
phasize language, requiring each child to tell about his form : i. e., "I have a house, John has a church ;" 
" I see a triangular face above on my form, and a scjuare face above on Leslie's form." 

SIXTH GIFT. 

Free invention. Indivichial attention. Notice dimensions. 
TRIANGLES. 

Free invention, with any number or kind. It is well tf) have triangles in large boxes, assorted like 
the sticks, so that children may select their own material. 

STICKS. 

Free invention, with any number and any lengths. 

MATS. 
Neutral gray mat, lighter green strips. Make two oblongs in your mat, each covering six strips, leav- 
ing six strips between them in the middle. (Number formula; six down, six up, six down.) Second strip. 
Lift one strip, make an oblong covering four strips, lift three strip.s, make an oblong covering two, lift 
three again and make oblong covering four strips. (Number formula; one up, four down, three up, two 
down, three up, ftnir down, one up.) Third strip. Lift two strips, make an oblong covering two, lift 
three strips make square covering one, lift two strips, make square, lift three strips, make oblong coverino- 
two. (Nund)er formula; two up, two down, three up, one down, two up, one down, three up, two down, 
two up. ) Fourth strip, like second strip. Fifth strip, like first strip. Sixth strip. Begin to reverse 
pattern taking six up, six down. 

PASTING. 

Green. Three tones. Light on lighter, mounted on normal. Fold light. Cut as illustrated (Fig- 
ure 20, Appendix.) Paste on larger, lighter square, and mount on normal square six by six. Lio-ht 
paper, three by three inches. Lighter paper, four by four inches. 

SEWING. 

Large gray card. Six by six inches. Sew in green, two tones, light and lighter, using the lighter to 
border the design. Make a horizontal line having six holes above and eight holes on right and left sides 
of it. Make an octagon, using this line as one side. Let children add to it anything which they choose. 
Discourage the use of many small lines and encourage large figures. (Figure 26, Sewing, Appendix.) 

FOLDING. 

Light green. Inventions. 

PEAS WORK. 
Invention. 

INTERTWINING. 

Child lay form in sticks which he wishes to outline, and teacher give card upon which it is drawn. 
Have all the mathematical forms previously prepared so that they may be given without delay. Use light 
green strips, and save to paste in books opposite the flower pictures. Let children who wish, make two of 
the forms which they choose and intertwine. 

DRAWING. 
Horizontal lines, as illustrated in No. 2, Appendix. 



102 PRACTICAL SUGGESTIONS 

TWENTY-SEVENTH WEEK. 

SALIENT IDEA. 
Attitude of iudiviclui'l toward Truth or Goodness, as expressed by the aspiration in Song of Grand- 
mothers. Seek to attain goodness. 

SPECIAL IDEAS. ' 

Number and Language. 

SONG. 
"Two hands, thereon eight fingers are." 

GAME. 

Emphasize "Pigeon House" and "Baskets." 

STORY. 
Pussy Willow. 

TALKS. 

Illustrate the story of the "Grandmothers" upon Friday, so as to present it as a whole, and give talk. 

Insects. 

MONDAY. TUESDAY. WEDNESDAY. 

Fifth Gift. Folding. Sixth Gift. Sewing. Squares and Triangles. Drawing. 

THURSDAY. FRIDAY. 

Sticks and Rings. Mats. Fourth Gift. Modeling. 

GROUP WORK. 

MONDAY. 

Review. 

TUESDAY. 

Talk on the social side of the song. Grandmothers help each other by telling experiences ; connect 
with the Knights helping the little child by their visit, and refer to pigeons telling what they see by cooing 



when they come back. How can you help people by visits? 



WEDNESDAY. 

How is it possible for us to visit those who live at a distance? 

THURSDAY. 

Name some cities where there are people whom you know. Name some of the countries which we 
might visit, and what we should find. 

FRIDAY. 

Review. 



FOR KINDERGARTNERS. 

FIFTH GIFT. 



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(yhurch Interior. 
Organ, Pulpit Chairs and Desk, Pews. 




Church Exterior. 



SQUARES AND TRIANGLES. 




Rolling Pin, Basket. 

FOURTH GIFT. 




Pigeon House. 



104 



PRACTICAL SUGGESTIONS 

STICKS. 



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Illustrate song of Grundmotlier. Graudiuothers, children, pan of cakes, target a^d fish. Bird nest in tree. 



FOLDING. 

Continue orreen foldins:. 



SEWING. 



Continue green sewing. 



MATS. 



Continue green mats. 



MODELING. 



Anything which was niontioncd in tlie song of "The Gi'and mothers." Let cliildren choose and model. 



DRAWING. 

Oblique lines, as illustrated in No. 3, Appendix. 



106 PRACTICAL SUGGESTIONS 

TWENTY-EIGHTH WEEK, 

SALIENT IDEAS. 

Aspiration in Nature. (Everything grows up.) Source of attraction, light. Preparing for introduc- 
tion of hght songs later. 



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SPECIAL IDEAS. 
Eeview of direction and position. (Blackboard. ) 



SONGS. 

aat the Blu 

"Wake, savs the Sunshine." 



"I Know a Song that the Blue-bird is Singinff." 



GAME. 
Farmer. 

STORIES. 

"Why the valley lilies hang their heads'' and "The Easter lilies." 

TALKS. 

Plants and their food. Wheat. Easter. Coral. 

MONDAY. TUESDAY 



WEDNESDAY. 



Fifth Gift. Modeling. Si.xth Gift. Sewing. - Triano-les. Mats 



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THURSDAY. FRIDAY. 

Sticks. Peas Work. Folding. Drawing, 

GROUP WORK. 

MONDAY. 

Eeview. 

TUESDAY. 

Plants ; their roots, formation and use. 

WEDNESDAY'. 

Plants; their stems and leaves; fonivitiou and use. 

THURSDAY. 

Plants ; their buds and flowers. 

FRIDAY. 

Eeview story. 



FOR KINDERGARTNERS. 

FIFTH GIFT. 

Enclose a wheat field. Put bead cubes all about iu it, aod stand sticks to represent the wheat. 



107 



SIXTH GIFT. 




Farmer's Wagon. 



TRIANGLES. 




AVheel-barrow with right isosceles. 



STICKS. 





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With a piece of chalk let children outline two oblongs, whose long sides lie from left to right, four 
inches from front of table and two inches apart; ten inches back, directly opposite, outline two others iu 
same way ; two inches back and two inches to the right, outline one oblong having long sides lying from 
front to back; two inches back of it another. Repeat on left side. Now take one stick, place through 
oblong on right side in front, making a diagonal, from the right at the back to left in front. Diagonal in 
oblong at the left side in front, opposite direction; do the same at the back, placing in opposite directions 
to those iu front. Place diagonal in oblong, in front on right side, direction, right at the back to left in 
front; in oblong at the back on right side, place diagonal having opposite direction. Repeat on left side. 
Take two long sticks, join one on right side of the stick in front, one on left side of the other stick, laying 
them toward the center, where the ends will be just two inches apart ; same at the back, left and right 
sides. Notice right angles, and formulate, "These right angles are formed by diagonal lines." Modify 
this basis in any way using only diagonal sticks. 

(The dotted lines, iu illustration, indicate possible modification.) 



108 PRACTICAL SUGGESTIONS 

MODELING. 

A leaf belonging to a Lily of the Valley plant. Model, by building up, on aplacque. Press leaf upon 
the placque. Draw with a wire the outline, take small pieces of clay and follow the outline, then fill in with 
clay until the leaf is raised about one-fourth inch from the placque. Mark veining, by looking at the 
original leaf. 

PEAS WORK. 

Rake for farmer. Place five peas upon a two-inch stick ; then place one upon a five-inch stick push- 
ing one inch from the end of stick ; join the five-inch stick to the middle pea, on the two-inch stick ; con- 
nect the pea on the long stick to the peas right and left of middle, by one-inch sticks ; place five one-inch 
sticks vertically in each pea on the two-inch stick. 

SEWING. 

Continue green sewing and sew picture of a blue-bird. 

FOLDING. 

Continue green folding. 

MATS. 
Continue green mats. 

DRAWING. 
Borders with right, acute, and obtuse angles, as illustrated in No. 4, Appendix. 



no PRACTICAL SUGGESTIONS 

TWENTY-NINTH WEEK. 

SALIENT IDEA. 

Same as last week. (Expression in Nature.) 

SPECIAL IDEA. 
Pentasron. 

SONG. 

"Daffodil Came up iu the Cold." 

GAME. 
Barn Yard. 

STORY. 
"Story c)f a Raindrop." 

TALKS. 

Musical instruments. Natural expression. The Spider. 

MONDAY. TUESDAY. WEDNESDAY'. 

Fifth Gift. Modeling. . Sixth Gift. Peas Work. Triangles. Drawing. 

THURSDAY. FRIDAY'. 

Sticks. Mats. Folding. Sewing. 

GROUP WORK. 

MONDAY. 

Review. 

UESDAY. 

How to listen to Nature. What can everybod}' hear when the>^ go out where things ai'e growing? 
The wind, the singing of the birds, the patter of the rain, the rustling of the leaves, but only a few people 
hear the beautiful stories which the sunbeams tell and the raindrops whisper to the flowers, and the oak 
leaves tell to the violets, etc. You must listen with your iufiide eai's if you want to hear these stories. 

WEDNESDAY. 

Name all the flowers which you know and tell their colors. Buttercups, daisies, violets, spring 
beauties, dandelions, crocus, hyacinth. 

THURSDAY'. 

Name all the singing birds. Thrush, robins, blue-birds, oriole, wrens, and one little bird called the 
hummino' bird sinsjs quite a pretty song with its wings, just as the insect called the cricket does. Differ- 
ence between the sounds made by birds and those made by insects. 

FRIDAY'. 

Review story. 





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FIFTH GIFT, 



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Forms of Beautv. Five forms. Number five like number one. 



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SIXTH GIFT. 

Burn Yard enclosed and gate. Place a table in the middle of the room and let 
eight children make the fence and gate, using as many gifts as necessary, enclosing 
a very large space. Make small rabbit hutch in corner. Join two bricks on short 
narrow faces and place in a sitting position from front to back on the table. Join 
three bi'icks on long narrow faces and place in a leaning position on right side, also 
three on left side of the first two bricks. Pump and trough ( 1 ) in another corner, and 
barn near by with pigeon house on top, a pig pen in another place and a pond (plate 
of water) in another place. The rest of the children fold large and small chickens, 
large and small rabbits, large and small ducks. Place each in its respective place, 
and have a picture of a cow and a horse pasted upon card-board so that they will 
stand. Let some children make a hayrick (2). Using yellow 
zephyr to represent the hay. Place small fishes in the pond. This will lie a de- 
lightful lesson to the children, and the Barn Yard will ever be a favorite game. 
Children imitate sounds of the various animals and tell what they think they are 
saying. (" Imagination is the germ of greatness." — Buskin.) 






TRIANGLES. 

Eight isosceles, equilateral and right scalene triangle. Make an octagon with fourteen right isosceles 
triangles, make a boat trapezoid with three equilateral triangles, and join short side to octagon, front, 
back, right, left. Join two right scalene triangles making a larger triangle. Add front, back, left and 
right, making pentagons. Move pentagon away from octagon two inches. Move triangles in front on 
left side, on the octagon, out one inch, move the opposite one likewise. Divide the remainder of the 
octagon into two hexagons. Notice difference between the hexagon and pentagon. Reconstruct. Draw 
on board. 

STICKS. 

Repeat the basis of last week from memory. Give children sewing cards upon which to copy it as the 
basis for an invention 



MODELING. 
Invention. Encourage children to attempt modeling animals. 



112 PRACTICAL SUGGESTIONS 

MATS. 

Gray mat. Lighter blue strips. First strip ; lift three strips, make a squai'e, lift five strips, make a 
square, lift five strips, make a square, etc. (Number formula, three up one down, five up one down, five 
up, one down.) Second sti'ip, lift two strips, make a square on each side of square in first strip; lift 
three strips and repeat, three more and repeat. (Number formula, two up, one down, one up, one down, 
three up, one down, one up, one down three up, one down, one up, one down, one up.) Third strip, lift 
one sti"ip, make a square, lift three strips, make a sijuare, lift one, make a square, etc. (Number formula, 
one up, one down, three up, one down, one up, one down, three up, one down, one up, one down.) 
Fourth strip, make a square, lift five, make a square, lift five, make a square. (Number formula, one 
down, five up, one down, five up, one down.) Fifth strip, like number one. Eighth strip, like number 
two. Ninth sti'ip, like number three. Tenth strip, like number four, etc. 

PEAS WORK. 
Pentagon, with five one-inch sticks. Add a pentagon to each side, making a form of beauty. 

SEWING. 

Large gray cards. Sew in blue, light and lighter. Dictated design. (Figure 27, Appendix.) 

FOLDING. 

Light blue. Modify tablecloth ground form as follows : Fold right angle from center to outside. 
Fold trapezium star, acute angles to the center. Let children observe pentagon produced. Now fold right 
angles in center out, so as to fit in the space between pentagons, then under, producing small boat 
trapezoids, (Figui'e 15. Appendix.) 

CUTTING. 

Blue, three tones. (Cut light paper as illustrated in Figure 21, Appendix.) Paste on lighter square and 
mount on normal square six by six inches. 

DRAWING. 
Life forms from square, as illustrated in No. 5, Appendix. 



114 PRACTICAL SUGGESTIONS 

THIRTIETH WEEK. 

SALIENT IDEA. 

The same as last week. 

SPECIAL IDEAS. 

Form, Number, Language. (Blackl)oar(l exercises.) 

SONG. 

"Fitter Patter on tlie Pane." 

GAME. 
"Give, said the little stream." 

STORY. 

Thumliling. 

TALKS. 

Blackboard exercises on Form, Number, Language. Rivers, Seas, Oceans, Springs. 

GIFTS AND OCCUPATIONS. 

Use the week to review experiences, repeating any of the previous lessons in the gifts which the 
teacher mav deem necessary, or, if she likes, permit the children to choose some lessons which they would 
like to have again. (The Barn Yard and the Grandmothers, will probably be chosen.) In the occupation 
work, finish work of last week. 

DRAWING. 

Border arrangement, using the scjuare as a unit, as illustrated in No. (i. Appendix- 

GROUP WORK. 

MOXDAV. 

Review. 

TUESDAY. 

Many raindrops together make large bodies of water. Name all you can — ponds, lakes, little streams, 
rivers oceans. Tell them something al)out ponds and lakes, or l)aby rivers, and springs up in the mountains 
which form the beginning of rivers. 

WEDNESDAY. 

Rivers and seas and oceans. Rivers keep tr3ing to get to the sea or ocean. Name any rivers children 
know anvseas; any oceans. What ocean did Columbus' ship come across? The Pilgrims? Tell them 
some interesting facts about the Niagara River and its falls. The Sea of Galilee, and the story of Jesus 
walking upon it. IIow Peter tried to do so, and how Jesus helped him. 

THURSDAY. 

Mineral springs of Yellowstone Park. 

FRIDAY. 

Review story. 



IIG PRACTICAL SUGGESTIONS 

THIRTY-FIRST WEEK. 

SALIENT IDEA. 
The same. (Purpose of Nature's expression; for Man's use and pleasure.) 

SONGS. 
" Are you here, my little birdie?" " There is a brooklet just over the way." 

GAMES. 
Hasten to the Meadow, Peter. There is a flower in my hand. (Smell.) 

STORY. 
"When I was a little girl." 

TALKS. 

Frogs. Fishes. 

MONDAT , TUESDAY. WEDNESDAY 

Fifth Gift. Modeling. Sixth Gift. Sewing. Triangles Drawing. 

THURSDAY. FRIDAY. 

Sticks. Mats. Folding. Peas Work. 

GROUP WORK. 

MONDAY. 

Review. 

TUESDAY. 

First: To make useful things. What man obtains from the mineral kingdom. Fuel, material for 
tools and implements with which to work; material for household cooking utensils, tin, granite, iron, 
steel, etc. Second: To make things which give us pleasure. Metal work upon our pictures, clay in our 
fio-ures, and bronze in bronze iigures. Miaeral kiugdom furnishes us least material adapted to the pro- 
duction of art forms, but it furnishes the things to use to produce them, as china for beautiful dishes. 
Tell how many pictures could not be made without the metal plates from which they are engraved. 
Mineral beauty ; mountains, hills, plains. 

WEDNESDAY. 

What vegetable kingdom gives us that is useful. Food, clothing, shelter, furniture. Beautiful 
flowers, shrubs and trees. Vegetable kingdom gives us actual beauty which has been made over into such 
from the elements of the mineral kingdom. (Emphasize color.) 

THURSDAY. 

ThiD£;s from animal kingdom which are useful : Food; power to convey heavy objects by the locomo- 
tion of aninuils. (Beautiful nuisic; family life of nature.) Develop idea that man is an animal too, but 
is the hio-hest of all, and from him we get many things to make our lives comfortable and beautiful; 
mention some of his works, preparing for the thought of next week. 

FRIDAY. 

Eeview storv. 



FOR KINDERGARTNERS. 

FIFTH GIFT. 
Review forms of beauty. 



117 



SIXTH GIFT. 




Dressing-case. 
TRIANGLES. 

Invention of thirty-two equilateral triangles. 

STICKS. 

Children lay all the four-sided figures which they can. When completed classify them: Four which 
have opposite sides parallel; square, oblong, rhomb and rhomboid: two which have all right angles, 
square and oblong: then two which have only two sides parallel, boat and shoe trapezoids: one which has 
no sides parallel, trapezium. 

MODELING, 

GLOVE BOX. 

Square prism, about three times as long as wide, obtained l)y modification of cube, mark line to 
indicate cover, and decorate top with a buttercup flower and leaf. Arrange five small pieces of clay in a 
circle and press down the center, then roll small ball of clay and press into the center; add leaf. 

SEWING. 

Continue blue sewing. 



MATS. 
Continue blue mats. 

PEAS WORK. 
Invention. 

FOLDING. 

Continue blue foldiu". 



DRAWING. 
Life forms, from basis of oblong, as illustrated in No. 7, Appendix. 



118 PRACTICAL SUGGESTIONS 

THIRTY-SECOND WEEK. 

FROEBEL WEEK. 

Froin expression in nature to expression in humanity. Thought of noble men expressing itself in unsel- 
fish action for the benefit of humanity. 

SONGS. 

" O, come to the woods and let us play." "We are joyous to-day." 



GAME. 

"Now the garden beds are blooming." 



STORY. 
A little German boy who lived across the sea. 

TALK. 

Men who have given us great gifts. 

MONDAY. TUESDAY. WEDNESDAY. 

Fifth Gift. Modeling. Sixth Gift. Sewing. Triangles. Cutting. 

THURSDAY. FRIDAY. 

Sticks. Sewing. Drawing. Folding. 

GROUP WORK. 

MONDAY. 

Review. 

TUESDAY. 

Germany. Attract attention to the card-board which has the- flag and Froebel's picture upon it, 
telling that Froebel did most for the little children, and we wish always to remember the country where 
he was born. 

WEDNESDAY. 

Characteristics of the German people. Always busy; love flowers, music and children. 

THURSDAY. 

Germany has given us some men who made beautiful music. Mozart, Mendelssohn, Beethoven, 

Wagner. Show pictures and tell a little of their work. 

FRIDAY. 

Review storv. 



FOR KINDERGARTNERS. 

FIFTH GIFT. 



119 




High-backed chair, such as might have bseu found in Froebel's home. 



SIXTH GIFT. 




German bed with high posts. Have previously prepared, heavy paste-board oblongs, six by foulr 
inches. Join two briclcs on long broad faces, making post. Place two of these posts two inches apart 
and four inches back from the front of table. Place two more four inches back of these two. Place the 
card-board on top of the four posts. Cover with twelve bricks in a lying position. Place a small cube 
made of two small square prisms, upon each corner. Stand one of the remaining square prisms upon each 
cube in front, and two upon each cube at the back. 



TRIANGLES. 




Obtuse isosceles trianorles. 



Basket for Froebel's birthday. 



120 PRACTICAL SUGGESTIONS 

STICKS AND RINGS. 




Buttercup iind leaves, with half riugs aud sticks. Color with 3'ellow and green chalk. 

MODELING. 

Sphere, cul»e and cylinder, joined together, making a monument for Froebel. Write "Froebel," 
upon the face of the cube, and let children twine the flowers which they have brought, around the monument. 

SEWING. 

A picture ot Froebel. 

CUTTING. 

Cut a buttercup out of yellow paper, leaves and stems of green. Paste on white square and take 
home. Have a pattern cut from card-board aud let children trace and cut their own flowers. 

FOLDING. 

Fold two books of white paper, one of brown. Sew the two white ones inside the brown, making a 
small book, with cover and leaves. Let children paste in books pictures of things which Froebel loved. 
Have assortment of small scrap pictures ready. On fii'st page, a picture of a child. Second page, picture 
of a bird. Third page, picture of a butterfly. Fourth and tifth pages, animals. Sixth aud seventh 
pages, flowers. Ninth and tenth pages, moon aud stars. Take home. 

DRAWING. 

Form of beauty as illustrated in No. 8, Appendix. 



122 PRACTICAL SUGGESTIONS 

THIRTY-THIRD WEEK. 



SALIENT IDEA. 
Same as last week. (From expression iu nature to expression in humanity.) 

SONG. 

"Busy Children." 
GAMES. 

"A little worm is on the ground." "Come, take your l)arro\v, neighbor John." 

STORY. 

"Legend of the Great Dipper." 

TALKS. 

What people have done to help the world. The elephant. 

MONDAY. TUESDAY. WEDNESDAY. 

Fifth Gift. Modeling. Sixth Gift. Sewing. Triangles. Cutting. 

THURSDAY. FRIDAY. 

Beads and Rings. Mats. Folding. Drawing. 



GROUP WORK. 

MONDAY. 

Review last week. 

TUESDAY. 

Benjamin Franklin. What he did. 

WEDNESDAY. 

Florence Nightingale. What she did. 

THURSDAY. 

George Washington and Friedrick Froebel. 

FRIDAY. 

Review story. 



FOR KINDERGARTNERS. 

FIFTH GIFT. 



123 




Writiug-desk. 

SIXTH GIFT. 

luvention. 

TRIANGLES. 

Reprodiue wheel-barrow with right isosceles, from memory. (See Twenty-eighth Week.) 

BEADS AND RINGS. 

Garden gate. Place small bead cubes upon a line just far enough apart to connect with a lai'ge half 
ring, placed from hole to hole; at the corners, place three cubes, in order to make a square corner; in the 
middle of the side in front make a gate, formed by placing four cubes one above the other upon each 
side and connecting with a half ring above; make flower beds inside with the colored beads; a pansy bed 
of violet beads, a marigold bed of orange beads, etc. 

MODELING. 

Let the children try to model a head. If there be a bust of Froebel or Washington in the room, 
refer to the manner in which busts are made. 

SEWING. 

Violet; two tones, light and lighter on gray card-board. Invent a unit, to be repeated, making an all 
over design. Give a sample card containing nine holes each way. A unit covering nine holes will repeat 
nine times on a large card, leaving one row of holes all around. (To those who can not invent dictate 
Figure 28, Appendix.) 

MATS. 

Gray mat with lighter violet strips. Inventions, 

FOLDING. 

Light violet. Inventions. 

CUTTING. 

Violet, light on lighter, mounted on noi'mal. Cut as illustrated. (Figure 22, Appendix.) 



DRAWING. 

Picture of third gift cube, as illustrated ni No. 9, Appendix. 



124 PRACTICAL SUGGESTIONS 

THIRTY-FOURTH WEEK. 

SALIENT IDEA. 

Recognition and interpretation of nature's expression. 

SONG. 

"All the birds and bees are singing." 

GAME. 

"Tra la, la, la, there is joy in the air." 

STORY. 

The Daisy Seed. 

TALK. 

Spring flowers and their colors. Ciiniliing plants. 

MONDAY. TUESDAY. WEDNESDAY. 

Fifth Gift. Sewing. Sixth Gift. Drawing. Triangles. Folding. 

THURSDAY. FRIDAY. 

Sticks and Rings. Mats. Modeling. Sewing. 

GROUP WORK. 

MONDAY. 

Review. 

TUESDAY. 

May, the month of flowers ; lilacs, snow-balls, honey-suckles. 

AVKDNESDAY. 

May day. When we go out to enjoy the flowers. 

THURSDAY. 

Bees. The honey which they give us. "Where they get it and how they take care of it. 

FRIDAY. 

Review story. 



FOR KIXDERGARTNERS. 

FIFTH GIFT. 
Invent forms of beauty from same basis as Twenty-ninth Week. 

SIXTH GIFT. 



125 




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Forms of beauty, 

TRIANGLES. 




A pair of scissors Connect with "Garden Beds" and "Flower Basket. 

STICKS AND HALF RINGS. 





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Form of Ijeaut}-. Sticks and half rings. 

SEWING. 

Finish sewing of last week. 

FOLDING. 

Finish folding of last week. 

MATS. 

Finish mats of last week. 

DRAWING. 

Life form from rhomb as illustrated in No. 10, Appendix. 



126 PRACTICAL SUGGESTIONS 

THIRTY-FIFTH WEEK. 

SALIENT IDEA. 
Relationship to God. (Abstract truth, symbolized in light songs.) 



SONGS. 

'Do you know how many stars?" "Last night as I looked from my window." The third verse of 
"Way down in the buttercup meadow." "O see the little window bright." 



STORY. 
" The Little Match-Seller." 



TALK. 

Caudles. 



MONDAY. 

Fifth Gift. Modeling. 



TUESDAY. 



Sixth Gift. Folding. 



WEDNESDAY. 

Triangles. Mats. 



THURSDAY. 

Sticks and Rings. Cutting. 



FRIDAY. 

Peas Work. Sewing. 



GROUP WORK. 

MONDAY. 

Review last week. 

TUESDAY'. 

Natural light : sun, moon, stars, lightning, glow-wornxs. 

\ WEDNESDAY. 

Artificial light : lamps, gas, electricity. 

THURSDAY. 

Effects of light upou objects. Light makes things grow, helps us to distinguish objects one from the other. 



FRIDAY". 

Review story. 



FOR KINDERGARTNERS. 

FIFTH GIFT. 



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Church Wiudow. Couuect with sons 



SIXTH GIFT. 




Pipe organ . 



TRIANGLES. 

. Church windo^y. Maiie hexagon with six equilateral triangles of the same color. Add to each side, 
SIX other hexagons of the same size, but contrasting color. Fit into the spaces on the outside, rhombs of 
the same color as the middle hexagon. 

STICKS AND RINGS. 







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Candle-stick and candle.- 



128 PRACTICAL SUGGESTIONS 

MODELING. 

Mornino- o-lorv, from the cone. Have flower and leaf for each child. Model cone and hollow it, 
turning the edge slightly outwards. Add stem and leaf, and mount. 

MATS. 
Continue violet mats. 

CUTTING. 

Inventions. Children choose their own cclors. Take home. 

SEWING. 

Continue violet sewing. 

INTERLACING. 

Nine slats interlaced. Push opposite right angles in slightly, to produce the rhombic panes. 

PEAS WORK. 

Chandelier. Make four small pyramids from a square basis, using one-inch sticks ; place one pea in 
the middle of a three-inch stick and push another three-inch stick through the same pea, at right angles 
to the first one ; place another pea, a half inch away from the center one, upon the four sides ; make a 
pyramid by placing a one-inch stick in each of these last four peas and joining with one pea. Repeat 
pyramid on opposite side, so that the apex of one pyramid will ))e above and one will be below; join the 
four small pyramids, upon the extreme ends of the three-inch sticks, with the square face above; join a 
five-inch stick to the pea forming the apex of middle pyramid. 

DRAWING. 

Life form from the rhomboid, as illustrated No. 11, Appendix. 



130 



PRACTICAL SUGGESTIOXS 



THIRTY-SIXTH WEEK, 



SALIENT IDEA. 

Same as last week. 



SONG. 

"The light within the window gleams."' 

GAME. 
Cuckoo. 



MONDAY. 

Fifth fiift. Modeliuii. 



STORY. 

The stars. 

TALK. 
Light. 

TUESDAY. 

Sixth Gift. Drawinsr. 



WKDNESDAY. 

Triangles. Sewing. 



THURSDAY. 

Sticks and rings. Mats. 



FRIDAY. 

Peas work. Sewing. 



GROUP WORK. 



MONDAY. 

Review. 

TUESDAY. 

Tallow and wax used for caudles. 

WEDNESDAY. 

Sulphur. Where obtained and for what used .'' 

THURSDAY. 

Glass and its uses. 



FRIDAY. 

Keview story 



FOR KINDERGARTNERS. 

FIFTH GIFT. 

Cluu'ch interior. (See Tvveutv-seveutli Week.) 

SIXTH GIFT. 

Church exterior. (See Twenty-seventh Week.) 

TRIANGLES. 



131 




Church bell. 



STICKS AND RINGS. 




Church window. 

MODELING. 

Book from tlie oblong prism. Lead childreu to connect with the hymn book and Bible used in church. 
"And every one who enters there, to be attentive, must prepare." 

PEAS WORK. 

Church. Make a square prism five inches high, the bases being squares, two by two inches. Place 
upon two of the five-inch sticks a pea, two mches from one end ; let the prism rest upon the oblong face 
and add four two-inch sticks to the four peas upon the opposite oblong face ; join them together with four 
two-inch sticks and add four five-inch sticks, terminating in one pea at the top, to form steeple of the 
church; in the square face below the steeple, may be added a door, if desii'ed. 



132 PRACTICAL SUGGESTIONS 

OCCUPATIONS. 

For the remaining weeks of the year, allow the children to choose their own colors iu mats, sewing, 
foldin"' and pasting, making free inventions, which may be pasted about the room, or taken home. 

GENERAL EXERCISE. 

Developing the idea, that power to express lies within. Arrange children in groups. Each teacher 
have previously prepared a slip of paper for each child with his name upon it. 

When we talked of the little plants we found that when they came to the earth every one was just 
what it began to bo down iu the ground, and that it was the little baby plant inside which pushed itself out 
into leaves, stems and flowers. To-day we will be just like the little plants and push out something which 
is within us. When I ask you to tell me something about your work you always think about it before 30U 
tell me, and the little thought is your own, something which belongs to you. Thoughts are something 
which you and I have that are our very own. ( Power. ) I can give you my tiioughts, and 3'ou can give 
me your thoughts if you wish to do so, but we must have something to take them from one to the other, 
so we have little locomotives which take my thoughts from me, over to 3'ou, and bring back 3'our thoughts 
to me, just as the large locomotives take trains from one place to another. Would you like to know what 
these locomotives are ? They are the words which we speak to each other, each one carries a thought. 
(Means to use power.) 

Now I will send a locomotive to you with a thought. I am thinking about birds, so it shall carry my 
thought to you. "The birds sing sweetly." What is the thought I sent you? The birds sing sweetly. 
( Participation, relation of word and thought.) 

Each child may send me a locomotive with a thought, but as I wish to keep them for keepsakes, j'ou 
may whisper it to your teacher, and she will write it upon a card, then I may have it to keep. Copy upon 
the card having the child's name upon it. ( Thought put into form.) 

I have all the cards and I shall read one thought at a time. When I read the one which you sent, 
you must stand up. Each one listen and claim his own thought. ( Recognition, develops memory and in- 
dividuality.) 



134 PRACTICAL SUGGESTIONS 

THIRTY-SEVENTH WEEK. 



SALIENT IDEA. 

Same as last week. 



SONG. 

" Lo, sunk in each others arms they lie, 
Dear brothers and sisters so peacefully." 



STORIES. 

The children aud the moon. Last dream of the old oak. 



TALK. 

Living lights. 

MONDAY. TUESDAY. WEDNESDAY. 

Fifth Gift. Modeling. Sixth Gift. Drawing. Triangles. Sewing. 

THUKSDAY. FRIDAY. 

Sticks and Eings. Mats. Peas Work,, Sewing. 



GROUP WORK. 

MONDAY. 

Review. 

TUESDAY. 

Talk about the sun. 

WEDNESDAY. 

Talk about the moon. 

T}IURSDAY. 

Talk about the stars. 

FRIDAY. 

Review storv. 



FOR KINDERGARTNERS. 

FIFTH GIFT. 



135 



Children make from memorv the cliurch, clmrch whulow aiul church interior, which the}' have pre- 
viously built. Let each chikl make the form wliich he remembers best. 

SIXTH GIFT. 

Children reproduce from memory the church front and the pipe organ which they have previously 



made. 



TR-IANGLES. 




Lamp, with obtuse isosceles and right scalene triangles. 



STICKS AND RINGS. 



















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Border. Limit with straight lines in front and at the back. 



MODELING. 

^'ase from oblate spheroid. Decorate with small flowers. 



PEAS WORK. 

InventioD - 



136 PRACTICAL SUGGESTIONS 

THIRTY-EIGHTH WEEK. 

Let children select songs, games and stories for the remainder of the year. 

TALK. 
Relationship of all life to its source. 

MOKDAY. TUESDAY. WEDNESDAY'. 

Fifth Gift. iVIodeling. Sixth Gift. Drawing. Triangles. Sewing. 

THURSDAY. FRIDAY'. 

Sticks and Rings. Mats. Peas "Work. Cutting. 



GROUP WORK. 



MONDAY'. 

Review. 

TUESDAY'. 

Children tell anything they remember about any bird. 

^\^DNESDAY'. 

Tell anything about any animal. 

THURSDAY. 

Tell anything about any insect. 

FRIDAY. 

Review stor}'. 



FOR KINDERGARTNERS, 137 

FIFTH GIFT. 

Invention. 



SIXTH GIFT. 
Invention. 



TRIANGLES. 

Invention. 



STICKS AND RINGS. 

Invention. 



MODELING. 

Flower and leaf from the real object. 

PEAS WORK. 

Easel for picture. Place two peas one inch from each end of a five-inch stick and a half inch apart; 
make two of this kind. Place pea in middle of a two-inch stick, and join the two peas near the end of 
the five-inch sticks; join the next two peas with a two-inch stick; join the two other peas at the other end 
of a five- inch stick with three-inch sticks. Place a five-inch stick in the pea, in the middle of the two-inch 
stick at the top, so that the easel will stand, and make a place to hold the picture by placing two one-inch 
sticks joined to the two lowest peas, and extending out at right angles with the five inch sticks. Join the 
ends of the two one-inch sticks with a three-inch stick. Have children sew, the day before, a simple pic- 
ture, and place upon the easel to take home. 



138 PRACTICAL SUGGESTIONS 

THIRTY-NINTH AND FORTIETH WEEKS. 

In the gifts, repeat auy lessou which has been previously given, allowing the children to add to, or 
change it in any way. 

Eepeat any talks or stories previously given, for which the children ask. 

In the occupations repeat or invent in any one to take home. 



EXPLANATORY NOTES, 



STORIES AND TALKS. 



STORIES AND TALKS. 



GENERAL SURVEY OF SONGS. 

The highest use of the Sougs of "Die Mutter and Kose Lieder," is to establish ideals in the mind of 
the child, which shall become his standards of life. Consequently we find the songs all pointing to the one 
thought of unity, which makes all expressions of life but a part of one idea, and the book as a whole is 
simply the symbolic reflection, in an ideal sense, of the relationships of the individual to the inclusive whole, 
symbolized in three phases: Nature, Man and God, which latter relation includes the other two. Assort- 
ing the songs, we find the active life and growth in Nature pictured to the child, and associated with the 
relations to man, many of them being a reflection of human life in its relations, as the "Bird's Nest," 
and "Basket." The Finger Songs form another group, which pictures family life in its several phases, 
each song emphasizing some particular phase. 

The Trades Songs, form another group which includes the family relation and establishes it as a part 
of a larger whole, that of civil society, where the inter-dependence of families establishes a community 
relationship. The harmony of communities depends upon an underlying unity, just as the harmony of the 
family depends upon an underlying unity; so the next gi'oup pictures the abstraction of the thought that 
the good of the whole, or the universal good, must be the rule of each, by placing the communities as a 
part of a still larger whole, namely, the State, represented by the " Songs of the Knights." 

The last group, the Light Songs, symbolizes the highest and most inclusive relationship of Man, where 
Individual, Family, Civil Society, and State are brought into relation to the Creator of each and every one, 
thus forming a complete unity, of which each set of songs is an organic part and points to the highest 
and most inclusive relationship. 

An ideal use of the "Mother-Play," would consist of three stages. First, a use of the songs as 
lullabys, by the conscious mother, who would hold in her mind the three-fold relationship, and so create 
in the feeling of the child the germ of thought to be molded into conscious perception at a later stage. 
Froebel sa3"s, "In the feeling we must look for the thought, as we see the corn in the seed, and the 
fledged bird in the egg." 

Second, the mother would use the pictures of the book to appeal to the earliest thought of the child 
by making definite impressions upon the sense of sight, together with strongly defined mental impressions 
b}' means of the simple story connected with each picture, the child gaining in this way the biography of 
his bab3'hood. 

The third use would then come more properly under the domain of the Klndergartner who would 
build upon the feeling and aroused thiuldng of the child, by assorting his experiences absorbed in the home 
atmosphere, making them more universal and more conscious, and above all, developing the will by the 
application of the duties which grow out of relationships in the small Kindergarten community of which he 
is a member, so that his daily life in the Kindergarten becomes the anti-type of his life among his fellow 
men, each child a promoter of the general good. 

Frequently the Kindergartner must combine the three uses of Froebel's book, as the mothers have 
little or no knowledge of its principles. So in building a program, she must select from each group of 
songs, as many as she can use, to meet the need of her particular class of children, some classes needing 
one relationship emphasized more strongly than others, although every relationship must be included in 
Dfder to complete the unity. 



142 PRACTICAL SUGGESTIONS 

[ have eudeavored to show iu this program how this may be done, hoping that it may prove suggestive 
to nany other Kindergartners, although it should not be followed literally, but be subject to the iudi- 
vid lality of the teacher. The basis, I believe, is the correct one, according to Froebel's own commentary 
upon the songs. The progressive leading of the child out of the Family, through Nature into Civil Society, 
S^iate and Church should be our method, and in proportion as we reverence each phase of life as a part of 
t le Eternal Life, so will our children do likewise. 

To keep up the unity of feeling in the Kindergarten, it is better to give the same lesson to all the 
ihildren at the same time, adapting the language of dictation to the youngest children. 

The application may be made by the individual teachers who should adapt the aualj'sis to the needs of 
their respective children. 

FINGER SONGS. 

Tliis oroup of songs grew out of the instinctive finger plays which Froebel observed were employed 
by the mothers generally. The child becomes conscious of the various members of his body, and is led 
to make a proper use of them, thereby preventing a pernicious use. By the intimate connection of the 
fino-ers upon the hand and the difference in the size, they may easily impress the child-sense with the 
Family relation. In the "Thumb, Bend Thee," all the fingers are engaged in a similar activity, the 
creneral character of which is consideration in the form of friendly greeting. We mast ever provide action 
and employment for the whole child, engaging feeling and thought in persistent, willing action, and in the 
pleasure which this little play gives to the child, may be foreshiidowed that real and abiding joy 
which comes to the man who engages his whole self iu helpful and suitable activity, at the same time 
showin"' due consideration for the rights of others. Ultimate culture and realization of relationships 
result iu consideration on the part of each individual for the rights of every other individual, so the child 
may be led to feel iu the friendly greeting an underlying principle, to be carried into Family, Civil Society 
and State life. 

"This is the Mother, good and dear," defines the family as a whole, composed of nmtuall}' dependent 
members, whose individuality is valuable in so far as it promotes the general good of the family unity. 
The child as an individual is amhored to this uuity and given the foundation for his life as a whole, that 
he may ne\ er be satisfied with separation or incompleteness. 

The " Thumb, a Plum," carries out in the individual sense, the thought of useful activity found in 
the " Thumb, Beud Thee," assigniug to the individual fingers, a particular work. The man who uses 
special powers in the best way, is the man who is most useful in the general sense, while the community 
is most active in which the individual activity is greatest. 

"To the Thumb, say I, One," meets the instinctive love of counting and harmonious repetition which 
is inherent in the child. The restful sleep into which all are lulled by the musical counting, is indicative 
of the harmony which underlies all balanced development. The child is impressed with the intimate 
relation of number measuring and harmony, and should early be led to associate time, and counting or 
number, as leading to harmonious results. 

The " Finscr-Piano," emphasizes the same thought of rythmic measm-e, by an appeal to the sense 
of hearins:. The child shall learn to listen for the harmony in all life, as he was led to see it in the repose 
of the little finger-children of the previous song. Upon the regularity and well-timed motion depends the 
sweet harmonious sound, and he who readily perceives harmouious motion and sound often discovers 
harmony back of apparent discord. So Froebel would have us lead the child to feel, see and hear, with 
the inner, finer sense, that deep-lying harmony of Nature, expressed by the ripple of the brook, the hum 
of the bee, the rustle of the corn-stalk, the song of the lark, the motion of cock-chafer's wings, the color- 
ing of the flowers, that he may become a part of the great harmony. 

The "Brothers and Sisters," leads the child directly from this atmosphere of harmony into the 
peaceful security which comes from the realization of Divine Power, which creates the universal harmony 
and maintains it by unchangeal)le law. Thus early, would Froebel have us provide for the nurture of the 
innermost and highest life, since the germ of spiritual life is present loug before it is outwardly percepti- 
ble. The unity of the family life, heretofore impressed upon the child, shall be transferred to the higher 
union of the familv as a whole, with the Creator of all, who protects, watches and loves His ci-eatures. 



FOR KINDERGARTNERS. 143 

NATURE SONGS. 

After the Finger Songs we may group together the songs which picture the active life of nature and 
find in each one a separate manifestation of the inner harmony which binds all the variety of natural life 
into unit}^ The song of the "Bird's Nest," pictures the already familiar family life, under different con- 
ditions, and in different form, thereby intensifying the feeling of the home relation by the reflection afforded 
outside of the special family to which the child belongs. The very fact that the conditions, and the indi- 
vidual members are different from those of his own home, serves to make clear the vital organism of all 
family life, while the beautiful adaptability of the bird home, to its occupants and to its surroundings, 
deepens the sense of harmony already awakened in the child, and establishes the mdividual family as an 
organic part of a larger whole, upon which it is vitally dependent. Thus the little child is led to assign the 
entire family of which he is a member to its place in the natural world, by the pictured fitting in of the 
little bii'd-home to the larger natural home. 

Having been attracted to nature through a family in which there is life, the individuals in the various 
families of nature will necessarily attract the child, so we have, "Beckon to the Chickens," " Beckon to 
the Pigeons," "Barn Yard Gate," and "Garden Gate," each representing phases of life in which the 
child is invited to participate. The chickens and pigeons reflect the instinctive activity of the child by 
their constant moving about, impelled by the same physical life which animates the living child. He is 
ready to enter into their life, to take them into his sympathies and expend upon them the fostering care 
which is his inherent possession. The mother fosters the sympathetic interest on the part of the child and 
endeavors to make him feel that he is one with all life in nature. * 

The "Barn Yard" and the "Garden Gate," show the variety of animal and of plant life to which the 
child has already been attracted, while the value of limitation or boundary, symbolized by the gates, leads 
the child to feel the order which is the outgro^vth of keeping things in their legitimate space. 

In the "Little Gardener," the child rises to the position and dignity of the care-taker of natural life, 
thereby indicating the inherent superiority which gives man dominion over all created things, but it nuist 
ever- be presented to the child as a superiority involving the greater responsibility of rightly using and help- 
ing that which is inferior, so the child becomes the tender gardener who cares for the flowers, being in 
turn rewarded by the unfolding of all their inner beauty to his delighted eye. 

In the "Pigeou House," we see the effort to lead the child to gather all the experiences afforded him 
by the attraction of life all around him into a complete unity, and relate them to his home life. This is 
fitly symbolized by the going out of the little pigeons .whose life he has already been in sympathy with, 
and their return at night to a common abode, where their soft cooing tones seem to be the language through 
which they convey to each other their experiences of the day and the contentment they feel for the even- 
ing home coming. The child also goes out from his home, participating in the attractive life which sur- 
rounds him, but the mother wishes him to feel the restraining influence of the home in all his out-goings, 
so she establishes the habit of making the daily experiences tit into the home life, by becoming to him the 
interpreter who renders the natural phenomena a part of the one great unity of all life, linking the several 
separate experiences of each day into a whole as they are eagerly told to her by the little child. 

The song of the " Fishes," attracts the child to one of the freest movements of natural life, and the 
sympathetic interest of the child takes the form of an attempt to possess the fish. The result of taking 
the freely moving fish out of its watery element proves unsatisfactory since the graceful, easy movement 
is gone, and there remains but the baser animal nature, all its beauty lost because its freedom is lost. The 
child must feel, even though the attraction in nature be strong, that his own personality is greater and the 
germ of freedom within him must be developed in an atmosphere conducive to its highest attainment. Un- 
like the fish, he may create his own atmosphere, and so be ever in the proper element, which will allow him 
to be spiritually free and active. 

The " E'lower Basket," establishes the correct attitude of the child to nature and to the family. His 
experience with nature shall be put to the proper use, namely to enoble and beautify the life of man. The 
child is led to consciously use the elements of nature to enrich the family life by introducing the beauty of 
nature into the home, as a fitting expression of the love of the child which is day by day unfolding the 
petals of its usefulness, under the loving, watchful care of the parents. 



144 PRACTICAL SUGGESTIONS 

TRADES SONGS. 

The attraction of the moviug life of nature will tend to arouse in the child a disposition to observe all 
activity, especially the activities of the people around him. The Trade Songs introduce him to the com- 
munity of workers who, by their united, constant labor, render it possible for the child to have the comforts 
of life. The child is impressed with the labor which underlies the simplest necessities of life, beginning 
with the "Carpenter," we see that through it the child is led out into civil society through the home, 
keeping up the thought of the underlying relation of tlie home to all the outer experiences of life. The in- 
stitution of civil societ_y is the outgrowth of the necessities of the home, the many workers in various trades, 
systematically providing necessities for the homes of man. Tiie carpenter produces the house which binds 
the various members of the family by affording them a common pi-otection and a center of common interest. 
The Joiner supplies the furniture necessary for the comfort and convenience of the various members. The 
Baker introduces the connected process which uaderlies all the production of the labors and establishes a re- 
lation between the individual tradesman by the iiiter-depeudeuce through which the best results are obtained. 
The emphasis placed upon the fitting of one man's work into that of the other, suggests the progress of 
civilization, which has assigned individual labor as an integral part of an organized work which renders 
the completed result more perfect, because tlie parts are more perfectly constructed. 

In the "Wheelwright," the power of embodied activity is emphasized and the progress through the 
combined efforts of civil society is shown in one production. The wheel, a result of man's thought, em- 
bodied in useful form by his hand, becomes a heritage of the whole race, undergoing successive improve- 
ments as new uses for it present themselves, but its power ever lies in its possibility of onward motion, so 
typical of the higher use of man's God-given powers which attain their highest development in exact pro- 
portion to the measure m which they are given out in helpful and ever increasing activity to our fellow 
men. 

In the "Charcoal Burner" we move from the thought of motive power embodied in the wheel to mo- 
tive purpose in thought. The child must be led to look beyond the external appearance, which so often 
fails to truly indicate the real purpose, and to'reverence and value the motive purpose which is the real life 
of action. He shall value the work produced by the charcoal burner above the soiled body of the man, 
but he shall value the personality of the charcoal burner, which is found in the true purpose of being help- 
ful to humanit3\ We lead the child to think of the brightness of the refined silver, as the ultimate result 
of the work of the burner which renders liim black and ugly in outward appearance, during the produc- 
tion of the coal. 

In the "Target," the child passes from the position of ou-looker among life's laborers, and takes his 
individual place among the workers, feeling the law which governs all construction. Correct relative pro- 
portion in material construction renders a result s^'mmetrical and harmonious, and worthy of proper com- 
pensation, while disregard of this law renders the work invaluable and useless. 

The next song which may be included in this group is that of the "Children on the Steeple," although 
it also belongs to the "Finger Songs;" it serves the purpose of briuging the experiences of the child in 
the community of civil society into organic relation to the family, just as the song of the "Pigeon-house" 
resolved the experiences of nature into a unity with the family. We pass from material construction in 
the "Target," to spiritual construction in the "Children on the Steeple." All the particular experiences 
used as organic parts of a spiritual structure which culminates in the dedication of the whole structure to 
the great "Master-Builder," symbolized by the entering into the church, of the two grandmothers, while 
the children, not yet able to separate elevation in spirit from elevation in a material sense, attempt the 
literal climbing which results in the sad fall and consciousness of real spiritual climbing. 

From this wo pass to the "Bridge," which combines the material and spiritual construction in proper 
relation. The child sees the connection of opposites in the material sense and feels it in the spiritual sense. 
The carpenter, M'ho renders the literal connection possible, exemplifies the value of constructive activity as a 
means of bringing into relation apparently disconnected conditions, and the child feels the value of the 
thought which guides, governs and modifies labor. 



FOR KINDERGARTNERS. 145 

STATE SONGS. 

This grou[) of songs leads the child from the thought of dependence of man upon man in a material 
sense, to the inter-dependence of humanity in a spiritual sense. The results of man's labors are perfected 
by the interchange of thought, and the organized relation of the workers, so also does the spiritual 
dependence of man result in the establishing of higher standards of life. The State represents the univer- 
sal conception of good, and the standard can be no higher than that which exists in the mind of the nation 
which creates it. The child must be led to feel the highest standard with which he is contemporary, that 
the future standard of the nation may l)e uplifted b}^ the pressure of the universal. The "Knights and 
Good Child" represents the individual in harmony with the universal standard, and therefore receiving 
the ready recognition from the universal. The " Knights and Bad Child" represents the individual in 
rebellion against the universal, thereby cutting himself off from recognition, and only meriting the con- 
demnation of the universal. 

The "Hiding of the Child" completes the conception of the ideal by holding up the universal as 
well as the individual value of goodness. The "Hiding of the Child from the Mother," introduces the 
phase when the individual through contact with the universal, has come to the recognition of his own 
personality', and its value to the universal, binding the State relation to the Family by the dependence of 
the State upon the family, for the standards of the individuals which compose it. 

The Song of the "Cuckoo" emphasizes the transfer of the universal idea from the outer to the inner 
life, there to become a motive purpose which shall guide, control and define the outer action and life. 

The "Merchant and Maiden" and "Merchant and Boy" mark the transition to a state of independ- 
ence on the part of the individual, who now, having a standard abstracted from the universal shall be 
allowed to exercise the law and right of selection, based upon needs and held in check by his relationships, 
so that it may not be the mere gratification of capricious desii'e. 

The "Artist" shows the legitimate effect of the atti'action of activity in the life around the child. 
His own inherent creative power is aroused and stimulated, and he desires to use the material about him 
to express his individual conceptions, as he has observed other people doing. 

LIGHT SONGS. 

The last group of songs symbolizes the highest relationship of the child. Man has ever tried to 
symbolize this relationship to God by confining His power to particular manifestations in nature, and 
Froebel desires that we shall make the child feel the universal power ever present, so he chooses light as 
the fitting emblem of truth, since it is imalterable in the hands of man. All i)revious experiences must be 
gathered into this higher relation, so the " Light Bird" combines the family life, and nature, presenting 
life in motion to impress the feeling, that truth is valuable, only when it exists as an active agent in our 
lives. 

The "Child and the Moon," " The Boy and the Moon," and "Maiden and the Stars" emphasize 
the child's inherent feeling of nearness to God. He does not realize distance which separates objects from 
him, but calculates it, only by the sympathy which he has for the object. We must foster this feeling and 
encourage him to bring into his life, by the a|)plication of his experiences, that which seems afar, but is 
really near, through its influence for good. The little maiden shows the way by her instinctive application 
of the best she knows, in order to interpret the new and unknown experience. Father and mother in her 
experience ai"e synonyms for love, wisdom, goodness, so she calls the two bright stars which attract her, 
father and mother stars. 

The " Shadow-Plays" represent the use of light to produce definite form. We nuist use our spiritual 
light to explain that which seems vague, and to give force and character to our actions by putting them in 
definite shapes of helpfulness to mankind. 



146 PRACTICAL SUGGESTIONS 

TALKS ON SONGS OF "DIE MUTTER AND KOSE-LIEDER." 

"THE BIRD'S NEST."— First Week. 

Show picture in "Die Mutter uud Kose-Lieder." A nest of little liirds. How came it here? A 
father and mother bird built a nest of leaves, threads and moss, working many days to complete it. Then 
the little bird mother laid the eggs and sat upon the nest, keeping them warm with her own body, while 
the father bird brought food to her each day. At last the little birds wore hatched out of the eggs, and 
then both mother and father were kept busy feeding them. Just as soon as the little birds could make a 
sound, they began to call "Pip, pip," which means, "How much we love our mother dear." See if you 
can find mother and father bird in the picture? See if you can find another mother and baby in the 
picture? Where is their home? The house in the distance. See how many homes you can find in the 
picture? I can find five. These little bird parents are always very careful to find just the right place for 
their home, so that it will be safe from harm. They make their nests the same in color as the things 
which are all about it, so that it will not be noticed by those who wish to do them harm. Then they 
always select a place where they may easily obtain the kind of food which their babies like, so you see 
many birds building near houses, that they may obtain flies and insects, which are always near houses. 
What kind parents the baby birds have to prepare everything about their homes for the comfort of the 
little ones and for their protection. Birds build their nests and lay their eggs in the early spi'ing, so that 
the little ba])y birds commence their life journeys when everything else in the world around them is begin- 
ning to grow. At first they are small, and weak, covered only with tender skin, and the careful mother 
tucks them under her soft downj^ wings and keeps them snug and warm until their feather-coats gi'ow out 
and cover their bodies. The parent birds bring food every day until the little birds are large and strong 
enough to use their legs and wings. When the birds leave the nest they fly about during the long warm 
Summer, and by the time the cold Winter comes they ai'e able to seek their own food, or to fly away to 
a warm climate. 

The nest in the picture shows us the little birds alone in their home, and the children who have found 
them thought the parent birds had left their babies, so the}' wished to take care of the little birds, l)ut 
their mother showed them the father bird sitting quietly up in the tree keeping watch over his children, 
until their mother comes back with the food for them. The little birds stay quietly at home and wait for 
their mother who is always thinking about them while she is away from them, and hastens back to the 
nest as soon as she obtains sulficieut food. Whom do you think taught the birds to do all these things? 

"THUMBS AND FINGERS SAY GOOD MORNING."— First Weel<. 

What did we have our finger family do this morning? We had them bow while we sang " Good Morn- 
ing" to each other. How man}' finger children bowed good morning? All. Let us count them. Ten. I 
Avill show you a picture where ten little children are saying good morning to each other just as we had our 
finger children do. How many boys do you see? Five. How many girls? Five. Upon what are they 
standing? Upon a sunflower. So they must be fairy children. Did you know that the sunflower always 
turns its face toward the sun? I think, perhaps, the reason it has so much gold in its leaves is because it 
is always trying to catch sunbeams. The flowers on each side of the picture seem bending toward one 
another as though the}-, too, were saying good morning. Children and flowers all doing the same thing at the 
same time, just as we do in our singing. Let us play that the little fingers upon our right hand are the 
little boys, and those upon our left hand are the little girls. Hold up the right thumb and find the little 
fairy thumb boy in our picture. Now hold up the left thumb and find the little fairy thumb girl. Hold up 
right first finger and find the tall straight boy, then the left first finger and find the tall straight girl. 
Hold up the two middle fingers, one on each hand, and find the boy in the middle, and the girl in the 
middle. Hold up the ring fingers, which are next to the last, and find the boy and girl in the picture. 
Which one holds the ring? The little girl, so tlio ring finger is upon the left hand. Now hold up the 
least fingers of all and find the fairy baby boy and the fairy baby girl in the picture. The little boy is very 
friendly, and reaches out his hand to greet the little girl. If we always keep our little finger children busy, 



FOR KINDERGARTNERS. 147 

using them to help us do kind things for each other, as the fair}^ children are so kindly greeting each other, 
we shall be like the flowers around them, which always grow up, up, up, toward the bright sunshine, which 
gives them light, warmth, color, and fragrance to shed abroad in the world and make it a bright and 
beautiful home for the people who live in it. 

"THIS IS THE MOTHER GOOD AND DEAR."— First Week. 

Here is a picture of many families. We will find the mother, good and dear. See how willingly she 
stops her spinning work for a moment to play with the little })aby fingers held up to her. Find the father, 
with hearty cheer. See how happy and cheerful he seems to be, and is so glad to be at home in the even- 
ing M'ith the rest of the family. Find the brother, stout and tall. What is he doing? He sits at the 
table with a pencil and paper upon which he is drawing. Perhaps it is the picture of the little sister or the 
baliy. Find the little sister, who plays with her doll. She has been playing with the baby, too, for she 
holds him by the hand, and he is the pet of all the family. I think he wants his mother to show him how 
to use his little fingers because he sees that she keeps her own so busy. The mother is pointing to each 
little finger and singing, "This is the mother so good and dear," etc., so that the baby has a whole finger 
family upon his own little hand. See him look at each one as the mother sings, and then he looks about 
the home and sees his own father, mother, sister and brother, while he himself is the little one, pet of all. 
The mother does not leave one out, because the family would not be complete if she did, and she wants the 
baby to love one, just as much as the other. See how all the members of the family stay together 
iu the same room, and all about the same table. Look at the picture and you will see that the members of 
the other families stay together, also. A family of ducks, and a family of geese, a family of fishes. A 
deer family, a mouse family and a rabbit family. An insect family, a liird family in the tree, a stork 
family near the pond, and some tad-poles in the water, which will become frogs. How many in each 
family? Five. Find the blossoms on the tree and count the petals. We find they have five. Bring to 
the Kindergarten all the pictures of families which you can find. (See Family Chart, Appendix.) 

"THE PIGEON HOUSE."— First Week. 

Here is the picture of the pigeon house about which we sang to-day. See the pigeons flving about. 
In the morning they like to fly away far from their homes, to the broad, green fields, coming ])ack again at 
night. When they go into the pigeon house they begin to make a soft, cooing sound, as though they were 
telling about the things which they had seen during the day. The mother is taking the little baby out of 
his home that he may enjoy the sunshine and the fresh air, just as the doves do. See how he watches the 
three little doves on the ground, while his little brother forgets to eat the apple whicli he holds, because he 
is so interested in the little bird upon the branch of the tree iu front of him. The two little childi'en com- 
ing home from the fields are telling to each other all the things which they have seen. The little bov on 
th« riffht side is telling his mother where he has been and what he has seen. He tells her that he saw the 
chickens picking up the corn iu the yard, the geese and ducks swimming on the pond, and the swallows, 
sparrows and larks in the trees. Some of them walked, some hopped, and some waded in the water, but 
they all had wings and feathers, though some did not fly. "But they are all birds xay son," said the 
mother, "and the hens do not fly high, because they practice it so little." " But I saw something else 
which could fly, the bees, bugs and buttei-flies." " They are not birds," said the mother, "but are called 
iusects, because their bodies have little notches in them, and as they have no feathers we do not call them 
birds." 

After telling all he has seen, the little boy wants his mother to go out with him aud stay in the fields, 
but the mother must stay at home and do her own work, just as the apple tree stays in one place and bears 
fruit. Children may run about and see many things while they are young, aud when they grow older they, 
too, will have work to do just as the mother has. 

WHAT'S THIS?— Third Week. 

Here is another picture of our finger children. The mother is teaching the little baby how to use his 
fingers one by one. He Ukes to reach out his hand for things, but the mother wants him to know thaft 



148 PRACTICAL SUGGESTIONS 

each little fino'er has something to do, so she holds them up one by one and sings to him about them, 
while the two little girls who have already learned aT)out their lingers are using them in their sewing work. 

On the other side is the picture of two little girls who are using their hands and fingers to water and 
take care of the flowers, while the little boy has learned how to use his hands and body well enough to 
enable him to climb the tree and gather the sweet plums which grow thereon, to show his little baby 
brother what his own little fat thumb is like. 

Below is the picture of the fairy finger children which we saw in the other picture, and the song which 
the mother sings to the baby is the song which we sang, about our fingers this morning. 

"This is a little thumb round, 
It looks just like a plum round." 

' The boy on the right side is looking across to the girl on the left side who holds a basket tilled with 
plums, so they are the two thumb fairies. The second boy is pointing to the place on the left, where the 
little girl is showing how she can bend with grace, so these two are the pointing-finger fairies. The next 
two stand straight and tall in the middle of the row, and show the longest of all. The little girl next to 
the middle one holds the ring in her hand while both herself and the boy opposite have crowns upon 
their heads to show that, like the gold, they are pure and fair. The two little children are close together in 
the middle of the picture and, although they are least of all, they just fill the space and complete the small 
number and close the fairy circle. 

Each finger must have its right place upon our hands, just as the fairy children have their places. Let 
us count how many upon the right hand and how many on the left. Does the thumb help us work? Yes, 
it is very strong. What does the next finger do ? It also helps us M^oik, points the place and is very 
straight, yet can bend easily. Which is longest, and w'here is it ? In the middle of the row. How many 
on each side of it ? Two. "Which wears the ring ? Fourth finger, which is not so strong as the others, 
but helps too. "What does the least finger do ? Completes the number five. They all belong to one hand, 
and each one is needed to help us do good work. 

FLOWER BASKET.— Third Week. 

You may look at this picture and see if you can read the story which it tells. The children have a 
basket which they are filling with flowers. To whom will they give it, think you ? To their father who is 
drawing in the summer house. Why are they all helping to make this basket, and why is the mother cut- 
tino- this lily ? Because it is the father's birthday, and the children have chosen this way to tell him how 
much they love him because he does so much for them, just as the little birds say "Pip, pip," to tell their 
parents how thev love them. When the papa receives this basket I think he will say "What a beautiful 
picture my little children have matle of the love which they have in their hearts for me." See how the 
little girl and boy reach high to pluck the brightest flowers which are so fragrant. The little baby sister 
can not wait until the basket is finished, for she is so happy because it is her father's birthday. Away she 
runs to the father in the summer house, taking her little bunch of flowers, and tells him that her mother, 
brother and sisters are coming with many more. The father shows her the picture which he has been 
drawing of the beautiful sun as it appeared over the hill-tops, and tells her that he is happy to-day because 
of the beautv of the sunshine and flowers about him, the music of the birds, and above all, the love of the 
mother and little children who are bringing the basket. "Do you know, little daughter, whom I thank 
for all this joy ? 'Tis the Father above who sends all the life and light into the world, so when the mother 
and the rest of the children come we shall all thank Him together." 

When your papa or mamma has a birthday I will let you make a basket for them, if you wish. 

"HASTEN TO THE MEADOW, PETER."— Fourth Week. 

This song is introduced this week because it embodies the three relationships of the child by showing 
his dependence for one necessity (food), upon nature, man and God. Show picture in "Die Mutter and 
Kose-Lieder." Find everything you can and tell about it. The mother and baby, the bowl of bread and 
milk, Mollie churning and milking, and Peter mowing, horses waiting with wagon to carry the grass to the 
barn, and the little girl and boy making a chain which extends around the whole picture. What did the 



FOR KINDERGARTNERS. 149 

baby have for its supper ? Bread and milk. "Wliere did the milk come from ? From the cow. Who did 
the milkiug ? Mollie. Who fed the cow ? Peter. Where did he get the food to give her ? He mowed 
the fresh, green grass in the meadow where it grew. What made the grass grow ? The rain, sunshine, 
dew, air and earth, which God gave, and you see the baby could not have had the milk if God had not 
taken care of the grass for the cow. Where did the bread come from ? The mother ol)taiued it from the 
baker, but he could not have baked it without the flour which the miller prepared from the little wheat 
grains by grinding each one into fine, white powder. Where did the miller get the wheat ? From the 
farmer who ploughed the earth and planted the seed. God sent the rain and sunshine to make it grow just 
as the grass grew. Many people work together in order that we may have food, so the mother is singino- 
the "Thank You " for the baby, to all who helped give him the bread and milk, but these little children 
may sing the "Thank You" for themselves to-da^', so we will sing the song again, and each one sing the 
very best thank you he can, because there are so many people working for little children who can not do 
the work for themselves. 

CARPENTER.— Fifth Week. 

Wheu we were talking about our families, what did we say the father did for us? He went awav 
from home each day to earn money that we might have food, clothing and shelter. Let us talk about 
some of the people whom he meets when he goes from home. If he goes a long distance, he must ride 
on a car, so he meets the conductor and motorman who help him to get to his work. Then he sees a car- 
penter going to his shop, a baker getting his oven hot in order to bake bread, a shoemaker sitting at his 
work bench, a wheelwright, a blacksmith, a farmer coming to market with bags of grain, and a miller who 
grinds the grain into flour, corn meal, etc. So many people, and what are they all doing? Working. 
Are they working for themselves alone? No, fori see a little girl go into the baker's shop and buy bread, 
a lady buys shoes from the shoemaker, and all seem to be giving what they have made to each other. A 
long time ago, people did not do this, but every man was obliged to make everything for himself. He 
had to build his own house, grind his own grain to make bread, make his own shoes and clothes ; in fact, 
do everything for himself. People did not have the well-made articles which they have now. ' For houses, 
they had only caves dug in the earth, or made of trees piled together, the crevices plastered with mud, 
M'hich they learned how to make by seeing the animals make their homes. For clothing, they bad simply 
the skins of the animals which they used for food. When one man has to do all for himself, he can not 
have the best things. After a while, men began to see that one man could do one thing better than his 
neighbors, so they said, one to the other, "You build all the houses, and I will bake all the bread, then 
we will change with each other." This they soon found M'as a good plan, for the man who built houses 
could think al)out them all the time and keep trying to make better ones. Now everj^ num chooses the 
kind of work he can do best, and works at it all the time, uutil the people see what good work he can do, 
and they buy from him that Mhich he makes. I will show you a picture of some men who chose to be 
carpenters, and they are trying to do the very best work. Find everj'thing which you can in the picture : 
Two men sawing a tree to use, one boring a hole, one cutting a hole with chisel and mallet, two men way 
up high nailing parts together, one raising a piece of wood with a pulley rope; two children building a 
house, two little girls playing that they are sawing their little brother like a piece of wood. I suppose 
that the little boy wants to show that the carpenter nuist put some of himself into his house. And then 
we must not forget the houses which are finished, and the mother and baby who are watching the good 
carpenters. Who lives in the houses which the carpenter builds ? The families. What does the house do 
for us? It keeps us all together, and protects us from the wind, rain, hail, snow, sleet, cold and hot 
weather. Are you glad that the carpenter devotes all his time to building houses? Who does soniethino- 
for the carpenter? The baker, shoemaker, and many others who work hard in their work, too? When 
we sing about the carpenter we will try to do the best work, just as these in the picture are doing. What 
shall we build now? A Kindergarten for little children. Sing the song and name parts of building. 
Bring to Kindergarten anything which the carpenter uses. 



150 PRACTICAL SUGGESTIONS 

JOINER.— Sixth Week. 

Show jiicture and find the long and short things in it. Here is a man planing as the carpenter does, 
yet we call him a joiner, because his work is different from the carpenter's. We said a man could do bet- 
ter work if he did only one kind, and we found out that men did not have very well made articles until 
they began to do separate kinds of work and buy from each other. (Review previous talk on carpenter.) 
The carpenter soon found that it would be better to let some other man make the articles which belonged 
inside the house, after he had finished building the house, so this joiner (or cabinet maker will appeal to 
our children more forcibh^) works away upon benches, tables, chairs, dressing cases, wardrobes, beds, etc. 
He makes the little pieces of furniture with just as great care as the large ones, and you may hear the 
sound of the plane, as it takes off short shavings and then long ones, "zish, zish, zish, long, long, long." 
Show me a short distance with your hands, now a long distance. Tell me some place which we could 
reach by going a short distance. The house across the way. Tell me some place which we should reach 
by traveling a long distance. " The World's Fair, at Chicago." When we make chains, how much does 
each child make? A short piece. When put together what does it make ? A long chain. Why does it 
make a long chain? Because each child did his part of it. Could one little child have made so long a 
chain in the same time? No. It would take many days for him to do it. What small person did we 
hear about this week who killed a wicked giant? David. What small animal did we hear about, that 
helped a large animal? The little mouse. Illustrate, in as many ways as possible, how work generally is 
made better, by individual application to one kind of work, while more work may be accomplished and 
each man enjoy more by reaping the benefit of the other man's woi'k as well as his own. Also that ability 
does not always accompany great size. 

BAKER.— Seventh Week. 

Show picture. Let children tell all they see in it. Help them to trace process. Where did the baby 
get his cake? From the mother, who bought it from the baker. The baker obtained the flour from the 
miller, who produced it by grinding the grain which the farmer brought from his fields. How did the 
farmer get the grain? He ploughed his field, then harrowed it to make a nice bed for the seed-grains, 
which he planted and covered earefully. The sunshine, rain and dew, which God sent, caused the little 
seeds to begin their growing. When they appeared above the ground, the good farmer took care of them, 
keeping the earth loose by ploughing about those grains which needed it. After a time the corn showed 
large seed-ears packed in green houses, while the wheat was smaller and placed in bright golden houses. 
The farmer cut and threshed the wheat, gathered and shelled the corn, and placed both in large bags, 
which he carried to the miller. Do you think any one else could have done the farmer's work? No, 
because he knew just how to do it, and he worked hard, for he knew the miller was waiting for the grain. 
Coidd any one else but God have given the rain, dew and sunshine? No. When the farmer's work is 
done, the miller's work begins. Into the huge hopper he pours the grain, the wheels begin to turn round, 
around go the stones, and out comes the white flour and corn meal. Could any one else do his work? 
No. Now the baker receives the flour and meal. He makes it into bread and cakes, watches his oven 
carefully to see that it is just hot enough to bake them well. He puts them in just at the right time and 
stays where he can watch them in order to take them out when done. He is very busy and does not have 
time to attend to other things wiien he is baking bread or cakes. When the cake is golden brown, he 
must be there to take it out, or it will surely burn, and ho will have no nice cakes to sell to the mother, and 
the baby will have to do without his supper. The mother in Ibis picture is letting her little bal)y play that 
he is a baker, while she sings the song, and he is doing everything just at the right time, as the farmer, 
miller and baker do. I surely think this baby will know how to work in the right way when he grows up 
and becomes a carpenter, farmer or baker. 

TICK, TACK.— Eighth Week. 

Let children examine picture aud express freely their own impressions about it. Then connect them 
by 3'our talk. 



FOR KINDERGARTNERS. 151 

What do you think this mother is doing? Helping her little baliy to play that he is a clock. I expect 
this baby was listening to the great clock which hangs upon the wall, and as it said ''Tick, tack," his mother 
began to show him how to use his little arm for a pendulum, while she sang our pretty clock song to him, 
ami he made his arm move just in time. What does the clock do for us? Tells us the right time to do 
everything. Tell me some of the " right times" it tells us. Time to get up, time to go to bed, time to 
eat our food, time to bathe, time to come to the Kindergarten, time to sing, time to work, time to play, 
time to be quiet. What da^'s are happiest and best in the Kindergarten? The days when we do every- 
thing at the time the little clock tells us. When the clock says, " Tick, tack," it is time to play for the 
little children to fold hands, if we all listen and fold our hands, we have a lovely fairy Kindergarten, with- 
out any sound, except the kindly "Tick, tack, tick, tack" of our faithful clock. But how many children 
must fold hands? Everyone. When must everyone fold hands? At the right time. When must we 
work? When it is the right time to work. . Is it time to work wiien we are singing? No. It is time to 
sing. When must the man who mixes the cake take them to the baker? He must come just at the time 
when his oven is heated right, because that is the right time. If we forget to do everything at tlie right 
time, we have to take somebody's time to do it afterwards, and they do not get their own work finished. 
If one little child forgets to work, then his teacher must help him some other time, when the little clock 
is telling her to do something else. How many want our Kindergarten to be a right time Kindergarten? 
Chorus of "I do's." 

"GO TO SLEEP, LITTLE THUMB."— Eighth Week. 

Put in this song this week to emphasize the thought of harmony which grows out of the proper dis- 
tribution of time. What did we do with our fingers? We put them all to sleep, one by one, just as every- 
thing in the picture is asleep, and now they are aU resting, their working time being over. Do you remember 
our first song about our fingers? It was, "Thumbs and fingers say good morning," and they were a>ll 
doing the same thing in that song, the difference being in the time of the day. When do we say good 
morning to each other? When we awake in the morning. When do we say good night? Before we go 
to sleep at night. These little children are sleeping so peacefully together, that I am sure they will be 
quite ready to say " Good morning," when they awake, and then help each other all day. Plow many are 
there? Five. Can you find any other things in the picture which are sleeping? The five birds in the 
tree, and the poppy flowers. Why do we sleep? To rest our bodies. When do we sleep? At night, 
because our day's work has made us tired. When do we awake? In the morning, when the sunbeams 
get up. What do the birds do in the morning when they awake? They sing beautiful songs. What do 
the flowers do? Lift up their heads to the sunbeams. Tell me some flower which opens every morning. 
The morning gloiy. 

TARGET.— Ninth Weel<. 

What are the archers doing? Trying to strike with the arrow the mark in the center of the target. 
Let children examine the picture. How do we make a target? One piece lengthwise, one crosswise, making 
four right angles. You may do it with these strips of card-board, pasting them together in the middle. 
Paste upon them this red circle for a face, then a smaller one for a mark. Now we will make 
a stand to hold it. Cut a piece of card-board in this shape. Bend back the middle piece 
and paste upon the back of the target. Each piece of wood must be the same size to make 
a good frame. How much does the wood cost? A half penny. And the smooth round board? 
A half penny. If we have done the very best work we can, it is also worth a half penny ; so how 
many half pennies is our target worth? Three. The child thus takes his individual place in 
Civil Society and becomes, in spirit, the upright tradesman, who receives a proper compensa- 
tion for his work, in order that he may supply his individual needs from the universal work. 

Show some pennies, five-cent pieces and ten-cent pieces. What do we call this which I am holding in 
my hand? Money. Why do we use money? To obtain articles which we need from those who make 
them. I will tell you how men began to use money. A long time ago, you remember, each man was 
obliged to do everything for himself, and I have old you how they thought of having one man do just one 
kind of work, and other men do other kinds. They had to exchange the things which they made, with 
each other. They soon found this to be very troublesome, for the things whicii some men made, had more 




ir,2 PRACTICAL SUGGESTIONS 

material iu them and more work about them, /. e., it would take a £;i'eat number of shoes to be worth as 
much as a house. So they thought that they must have something which everybody could cany easily 
and exchange for the things which the^' needed. At first they chose a certain kind of pebble or stone, and 
said, "This shall be our money." The man who wants a house, must give so many of these to the man 
who builds the house. Then the house builder, may give a certain number to the man who makes shoes, in 
order to receive a pair of shoes, etc. This was a good plan and they used it until they changed from the 
pebbles to money, which they made from metals which are found in the earth. They also made paper 
money. Every country makes its own kind ol mone}', and this is the kind of money which our country 
makes for us. Every American must do some kind of work for the money which he receives, and when 
he gets it, must spend it for good things. (Show copper, silver, gold and paper money. ) If we go to another 
country, we have our- money changed into the kind which the people of that country use, and buy from 
them just as we do in our countrj'. 

FISHES.— Ninth Week. 

Name all the fishes which you can. Cat-fish, minnows, trout, gold-fish, perch, herring, salmon, globe- 
fish, bass, mackerel, craw-fish, whales, sharks. Where do they all live? In water. They have many 
bones, tiieir bodies are covered with scales, they have cold blood, and their ej'es have no lids over them to 
cover them as our ej'es have. They have a tail and fins which help them to swim. Can they swim when 
they get out of the water? No, they can move very little when they are out on the land. What else do 
you know that swim on the water? Ducks, geese, swans, etc. But they do not go into the water and 
stay there as the fish do. Can all fish li\e in the same water? No, they must stay where they belong. 
Where do the big sharks and whales belong? In the great ocean. The smaller fish live in smaller bodies 
of water. Here is a picture of two little boys who are playing in a brook. What do you see? Some 
fishes in the brook are straight and some are bent; some trees are straight, some are bent. The stem of 
the lily is straight, and the snake coiled about it is bent. The little brook flows straight and cuiwed. 
What is the little boy who stands in the brook doing? Catching the fish. When he holds it in his hand 
what will happen? The fish will no longer move easily. Can the fish swim upon the ground or in the air? 
No. Its home is in the water, and its body is suited to its home. It does not even breathe as the land 
animals do, but has gills instead of lungs. The little boy does not think the fish is pretty when it lies 
struo-o-iino- upon the grass, so he puts it back into the water, that he may see it dart about, like a bright 
flash of light. It feels at home in the wat<'r, and likes to stay there just as we like to stay in our homes. 
Bring pictures cf fishes to the Kindergarten. 

KNIGHTS AND GOOD CHILD.— Twenty-third Weel<. 

Show picture. Five knights or soldiers upon horseback riding into a court. Mother with little child 
in her arms showing him to the knights. This little child was good and happy and made his mother 
happ}'. All day he was gentle like a dove and played about joyousl}' like the lambs in the meadow, so that 
every one who saw him grew to love him dearly, and they talked to each other about him until the knights 
heard about him and mounted their horses one day and rode far to see him. When the mother saw them 
comino' into the court, she stepped out and asked them what they wished. " AVe wish thy precious child 
to see," they said, "for we have heard how good he is, and Me wish to greet him and tell him how much 
he is loved." So the mother brought the child in her arms and he waved his little hand to the knights 
and smiled, making them feel glad and happy. They would take with them the joy which the little child 
had made them feel, and tell other little children about the busy little child who used his hands and eyes 
to help his mother, and so was good and hapjiy. The knights always knew a good child, and loved him 
because they knew he woidd grow to be a good man, and perhaps become a good knight. They liked to 
see little children begin to grow in the right way, just as little seeds always begin to grow up toward the 
sunshine which gives them light. The little baby was glad when they came to see him, and he listened to 
hear what they said to his mother about him, because he liked to know whether other people loved him. 
When he heard them tell his mother that he was good, he thought how nice it would be to have the 
kniffhts say the same thing about him every time, and when they rode away, the mother told him, 
perhaps his lieiug good would help some other little child to be good, because the knights would spread 
the glad news to all. 



FOR KINDERGARTNERS. 153 

CHARCOAL-BURNER.— Twenty-fourth Week. 

What do you see iu the picture? A mother feeding her baby with a spoon while she sings to him a 
little song which tells him where his little spoon comes from, just as she sang to him the " Grass-mowing" 
song that he might know where his bread and milk came from. Find everything you can in the picture. 
You will see that just as the mother is using her hand to feed her baby, so everybody is using his hands to 
make the spoon for the baby. Let us tell all the kinds of work which we do in the Kindergarten, in which 
we must use our hands. Tell all the kinds which large people do, in which they must use their hands. 
There could not be any work done if people did not use their hands. The things M'hich men make with 
their hands, are the things which help us and make us happy. If you wish to give your motiier something, 
how do you take it to her? In the hands. How do you take things from other people ? By reaching out 
our hands for them. 

How do you help a little child with his work? Show him by using our hands, how to use his own 
hands. Everj'thing useful and beautiful must have some handwork. Do 3'ou not think that God must 
have beautiful hands, since He has made so many useful and beautiful things, and given us such wonderful 
gifts? Our hands are for working, helping and giving. Who made the spoon? The silversmith 
made it out of silver. Where do we get silver? From the mines under ground mixed with dirt. This 
dirt must be taken out of the silver, which is done by melting it over a very hot fire. The silversmith 
could not use ordinary coal, for it smokes so much that his silver would be black, so he sends to the char- 
coal burner for charcoal, which makes a very hot fire and does not cause any smoke, as the other coal does. 
The silversmith places his silver into a vessel over the charcoal fire, then sits and watches it until he can 
see his face in it just as you see yours in a mirror, then he knows that it is ready to be taken from the fire 
and shaped into spoons, knives, forks, napkin rings, cups, pins, sleeve buttons, etc., for our daily use. 
As he could not make these bright silver things for us unless he had the black charcoal, we shall visit the 
charcoal burner and see how he makes the charcoal for the silversmith's use. 

He begins by felling the trees in the forest, then cuts and arranges them so that the ends come to- 
gether above and spread out below, looking very much like an Indian's wigwam. You nuiy see in the pic- 
ture how it looks. Then he packs straw all about and covers it over with wet clay, leaving only a small 
opening at the top, and some openings around the bottom. He then builds a fire inside, which he keeps up 
for two or three weeks, and the smoke pours out from the opening above. The wood does not burn en- 
tirely but is charred enough to take all the smoke out of it. The charcoal-burner watches the smoke, and 
if it becomes thin and blue he knows that the wood is burning too fast, so he stops up some of the open- 
ings below with ashes or clay, which makes the fire burn more slowly, and the smoke is thick and white. 
When the charcoal-burner thinks it has burned enough he covers it with turf and ashes, tlius putting out 
the fire, letting it remain thus for two or three days, after which time he uncovers it, and pours water upon 
any that is still burning. It is then ready for use. 

The charcoal-burner's face and hands become very black as he works about the fire, but it is only out- 
side black which may be washed away with soap and water. I do not think one bit of it gets into his 
heart, for the song tells us that although his hut is very small, both he and his son live together in it, and 
are happy and cheerful all the time. We will think about the good heart of the charcoal-burner, and of 
the good work which his hands do for us, because he furnishes the coal to make clean, hot fires, and 
although his hands may be soiled, the work of his hands is clean and bright. 

THE KNIGHTS AND THE CROSS CHILD.— Twenty-sixth Week. 

Do you remember aliout tiie visit of the knights to the good child, and how happy they were when 
they went away ? To-day I shall show you another picture. Here are the same five knights, but they are 
not happy, and they are riding away from the little child's house, while the mother looks so sad and seems 
to have been telling tiie knights something which is not pleasant to hear. The little child is not in the 
picture, and I am sorry to tell you that he is inside the house crying, and so cross, that even his dear 
mother cannot think him a good child, so she is forced to tell the knights that he is bad. They came to 
make him another visit, expecting to find him good, and to get something from him to make other little 
children good, but he had forgotten to be busy, and as his little hands had nothing to do his heart began 



G 



154 PRACTICAL SUGGESTIONS 

to set tired, and somethiug in it told him to be naughty and cross. His mother could not please him, 
althouo-h she fave him many things with which to work. When she heard the knights coming, she slipped 
quietly out the door, and they knew by her sad face that the child was bad, even before she told them. 
They told the mother bow sad it made them to hear such tidings, and turned their horses to ride away in 
search of good children. The mother went back into the house, and taking the baby in her arms, she 
carried him to the window that he might see the knights riding sadly away. Poor little baby, he saw tliat 
he had missed the visit and the greeting of the knights whom he loved, just because he was not ready to 
see them, and he began to be sorry, so the mother staid with him and told him how to keep the bad away, 
bv beino- so busy doing something for people whom he loved, that there would be no room for anvthing 
but f^ood in his heart. By and by he grew into a good child again, and each day he watched to see 
whether the knights would return again. One day when he was playing with his mother in the garden, 
the live knights came riding up very fast, for they had heard that this little boy had grown to be good 
ao-ain, and they said, " We will tell him we should like to take him with us." The mother loved him, 
too, because he was good, so she hid him in the folds of her dress and said, "No, no, fair knights, yow 
can not have my child, although he is glad to have you visit him." Then the knights rode away, and 
the little child peeped out and waved his hand to them, telling them good bye, but he reiuaiued with 
his mother whoni he loved better than any one else. 

THE GRANDMOTHERS.— Twenty-seventh Week. 

What do you see in the picture ? Two grandmothers shaking hands with each other, while behind 
each one are five little grandchildren. Ou the otlier side of the picture the grandmothers are sitting upon 
the portico, tolling each other all the good things which they know, while the little children play the games 
together. What games will theyplay ? ThC'Basket," "The Bird's Nest," "Fishes," "Pigeon House," 
"Baker," "Target," making one pretty story out of all the songs and plays, and the grandmothers were 
o-reatly pleased to see how happy their little cliildren were in their play. When they had played all they 
knew, they began to look about saying, "What else shall we do ?" Suddenly they spied the tall steeple of 
the church, and jumping up they said "We will climb to the very top of the church steeple," but the 
o-randinothers said " No, that is not the place to go, let us go into the church." So they led the way, go- 
in<^ into the church door with bowed heads, thinking the little children would follow. The children, how- 
ever, thousiht they knew a better way, and said to each other, as they walked toward the steeple, "Did 
you ever see grandmother's face when she comes out of church ? I wonder what makes her look so happy 
and wear such a kind smile when she has been there. Let us climb up on the steeple, and perhaps we can 
peep down at them and lind out what makes them so happy." Up they climbed, but the farther they 
climbed away from the door of the church the less they could see. Still they tried to go higher, until 
down fell the steeple, and every one feared that the grandnnjlhers and little children were crushed beneath 
it. There was great joy when the grandmothers were seen coming out unhurt, and the little children also 
creeping out from a deep, deep hole. Close to their grandmothers they clung, and all folded their hands 
in prayer to thank the Father who took care of thein. The little children said "We will follow our grand- 
mothers another time." 

THE LITTLE WINDOW.— Thirty-fifth Week. 

Here is a picture telling us about the window through which the light comes. Let children find all 
they can in both pictures. One little boy has a window frame which ho has made of slats, and the little 
girl has a piece of paper in which she has cut a hole; I think she is playing " Peep-boo," with the sun- 
beams. The little boy who stands by is watching the pretty colors which the light has made in the glass 
of water, while up in tlie corner is a very pretty story of a little girl whose mother went into the dark cel- 
lar to get some vinegar, I suppose, and the little girl has just opened the window and door, so that the 
bright light may come into the cellar and drive away the darkness. The little sunbeams are always glad 
to make dark places light, if we will only open the windows and doors to let them in. Over on the oppo- 
site side is the picture of a little boy crying. He has broken the clear glass in the window, and the beau- 
tiful light can not come in to his home because they have put a board into the place where the glass was. 
Now he must take a long journey to the glazier's to get him to fit another pane of glass into his window. 
When we drive the light out of our homes we must have some one help us to get it back again. In the 



FOR KINDERGARTNERS. 155 

other picture the little babies are so happy because their mothers are showing thein the lio-ht, and the two 
little children are asking if they may go into the garden to play iu the sunshine, which is just as good for 
children as it is for plants. 

What does the window do for us ? It fills the room with light, which chines through it all day. 
What does the light say to us ? That it loves to be with us, for it came such a long distance to see us. 
Where did it come from ? From the great sun which is so far away from us, and around which our world 
travels once every year. Do we love the light ? Yes, because it makes things bright aud helps us in our 
work and in our play. Suppose w^e built our houses without windows, should we have light in them ? No. 
Can we shut out the light from our houses ? Yes. Can each little child shut out the light from himself ? 
Yes. We may close our eyes and then we can see nothing. When is it right for us to close our eyes and 
shut out the light ? At night, and God does not give us so much light at uigiit as he does during the day, 
for people do not need light when tliej' are asleep. 

Did people ever build houses without windows? Yes, the people who lived in caves, dug in the earth, 
aud iu mud huts, did not have windows, but they did not love their homes very much and did not stay iu 
them very long at a time, but spent the greater part of their time out in the sunshine. 

All our pretty colors have their home in the sunbeams. I will hold this piece of glass so that the 
sunbeams will shine through it and show us the colors upon the wall. You know we can not see any color 
in the dark when the light is gone. What colors do you see upon the wall? Red, orange, yellow, green, 
blue, violet. Even lights which men make are made from things which the sun helps to grow. What 
does the light do? It helps things to grow, shows what things are, gives us the colors we have, keeps ua 
warm and healthful, and goes all over the world, so that everybody may have some of it. 

THE CHURCH DOOR.— Thirty-sixth Week. 

Find all things in the picture. The bells, the two little boys pulling the rope, the many people in the 
church, the minister who preaches and to whom the people listen. What is all through the church? The 
light which streams through tho window. AVho made the light? God. Why do people go to the church? 
To worship the God who made the light. How did the wise men find the Christ-child? By the light of 
the star which God sent to guide them. How do the people worship? By singing praises, praj-ing and 
listening to the reading from God's book, the Bible, then by going to their homes aud doing the good 
things which God's book teaches them to do. May every one enter the church? Yes, the door is open 
to all, but each must listen when he enters and remember that it is God's house. The tone of the oro-an 
fills the church, as well as the voice of the people, who sing the gladness which they feel in their hearts. 

What does the bell do? Calls to the people, telling that the hour is near for the church service. 
See in the picture how the two little children are watching the people as they come from the church. Do 
you remember the talk we had about the home which God had made for all living creatures? What did 
we say is the name of the home? The earth. What is the name of the mother of this home? Mother 
Nature. God tells Motner Nature the secret about taking care of all living creatures, aud she obeys Him 
and does just what He tells her, so that everything in the earth-home is kept in order and made to do its 
own work. But God has a more beautiful home tiian the earth-home which we must learn to think about. 
It is called the heavenly home, and the angels of God take care of it and fill it with music. This is why 
we go to church. To hear about the home which God has for us when He takes us away from the earth- 
home. All the beautiful things which we have in this home, but which we can not hold in our hands, we 
shall have in the heavenly home. It will be filled with beautiful light, because the Christ-child whom the 
shepherds found, long ago, will give the light to that home. He Himself shall be the light, because the 
light is in Him. You remember I told you once of some little sea-animals who carried theii- own light 
with them, but the Christ-light shall be the kind that goes into all the dark heart-corners in the world and 
takes out the pain which makes .so many people sad. 

Our heavenly home shall be filled with music, too, because all who live there will know how to sing 
songs, as sweet as the song of the angels who sang "Peace on earth, good will to men," when Christ 
came into this world. There will not be a baby too small to sing, or anybody too old or too tired to sing. 

So when we go into the church and hear the voices of the people as they sing praises to God, and the 
word wliich is read from God s book, it helps us to know about the home to which we all want to go, and 



156 PRACTICAL SUGGESTIONS 

our hearts are filled with a sweet feeling which makes us waut to give light and music in this world to help 

take the tired feeling from the hearts of the people about us. 

Sing, 

" Our Father bids us shine 

With a clear, pure light, 
Like a little candle 

Burning in the night." 

TALKS ON ANIMALS, BIRDS AND INSECTS. 

BIRDS. THEIR ACTIVITIES.— First Week. 

What can birds do ? Hop, tiy, eat, drink, sing, perch, walk, wade, swim, climb, build nests, lay eggs, etc. 

Tell me just what they can do with their feet. Hop, \valk, scratch, climb, wade, clutch things and 
hold things. 

Do all birds hop? No, some walk. Do all birds wade? No, only those which have skin growing 
between their toes. Do all birds fly? Yes, all birds can fly. Tell me something else that all birds can 
do. They can eat, drink and lay eggs. All birds fly, can you tell me anything else which can fly? 
Butterflies, bees, flies, locusts, katydids, etc. All ])irds lay eggs, can you tell nie anything else which lays 
eggs? Spiders, ants, bees, flics, butterflies, snakes and wasps. Now let us find out how birds make their 
nests. Some birds plaster sticks and leaves together with mud-plaster, just as a mason plasters bricks and 
stones together. Some birds hammer upon old wood. Some birds weave pieces of string in and out and 
make nests which swing from the branches, just as men weave carpets and cloth. Emphasize this activity 
of weaving, and then give children mats to illustrate the activity. 

PERCHERS.— Second Week. 

You know we talked about what birds could do, last week, and to-daj' we mean to name all the things 
that a bird has in its body. Feathers, skin, flesh, bones, blood, veins, head, tail, feet, eyes, beak, legs, 
toes, toe-nails, oil-bag, back, breast, throat, ears, stomach, heart, tongue. You said they had feet. Have 
all birds the same kind 'of feet? No, some have large, some small; some have skin growing between 
their toes. I will show you a bird we call the swallow, and you may look at the feet and count the toes. 
Tell me about the feet. They are small, each has four toes, three in front and a short one at the ])ack. 
Long toe nails. The legs are thin, but he has a small body, so he does not need thick legs to hold him 
up. See how he is standing upon the twig. His toes are firmly wrapped around the wood. When a bird 
like this one alights upon a branch, there is a tiny muscle in his leg which acts like a spring and makes 
his toes close together about the twig, so that he can not fall off even if he should go to sleep, for 
the toes can not come apart until he lifts his body, which raises the little muscle or spring. We call a 
bird of this kind a percher because he perches upon the tree. We will pick out from among our bird 
pictures all the perchers. We will name all the others we can think of and bring them to the Kindergarten 
to make a chart. (See bird charts in Appendix.) Most small birds are perchers; oriole, swallow, robin, 
blue-bird and blue-jay, sparrow, etc. 

SNAIL— Second Week. 

A small animal which carries his house upon his back. It grows as he grows, so that it alwa3's fits 
him. It is made of a hard substance, which we call shell. His body is soft, and he has no bones inside 
his body. He has two long horns and two short ones upon his head. Many people l)elieve that the two 
little balls upon the ends of the long horns are his eyes. He eats grass, moss and mushrooms. He always 
crawls up one side and down the other side of a rock. He carries a sort of glue in his mouth with which 
he mends his house when it is broken, and you may tell how old he is by the number of rings upon his 
shell. When the snail has crawled into the shell, let the children ask him any questions and he will answer 
them. As, "What do 3'ou do whenyour house gets broken? " "I mend it with glue." "Where do you 
get the glue?" etc. 



FOR KINDERGARTNERS. 157 

SCRATCHING BIRDS.— Third Week. 

Do you remember the talk we had al)out the small birds called perching birds? To-day we will talk 
of some larger birds in the family who use their feet to help them get their food. Here is one of them. 
A rooster. You may look at his feet; thick,' short legs, large, thick toes, large toe nails, just as many as 
the perchers have, and arranged in the same way. Why are his legs and feet larger? Because his body is 
larger. How do you suppose his feet help him to get his food? He scratches in the dirt for it. What 
does he find? Small bugs, seeds. The skin on the feet must be tough so that it will not break when 
scratching. The toe nails are sharp. Scratchers build their nests near the ground. Let us pick out all 
the scratchers, and name all the others we can think of. Chicken, turkey, pea-fowl, guinea, pigeon, quail, 
prairie chicken etc. 

Place in a box and ask children to add to the collection enough to make a chart. (See bird charts in 
Appendix.) 

NATURAL ARCHITECTS.— Fourth Week. 



I mean to tell you to-day of many little builders. The tirst is the swallow which our song tells us of. 
Here is his picture : He is a mason, for he makes his nest by plastering hay and leaves together with mud 
and a sticky substance which he has, using his beak for a trowel. How many have seen a stone-mason put 
large rocks together to make a foundation for a house? The swallow works very much like the stone- 
mason. He flies to a river or pond of water and obtains soft wet mud, which he rolls into balls. When 
he has a number of balls he places them upon his back and carries them to the place where he wishes to 
build his nest. He places a ball of mud close to the wall, making it stick by pouring a little o-lue upon it 
from his mouth, then he glues another ball to the first one, and so continues until he has a rinw of balls. 
He then begins a second row, which he joins to the first, making the ring smaller. He proceeds to make 
enough rows to form a snug little nest, firm and solid, which is then lined with feathers and bits of strino- 
to make it soft and warm. There is also a little insect called the mason-wasp which makes a house of mud 
by plastering in the same way. She makes a separate room for each baby and packs a small worm into it 
so that the baby may have something to eat as soon as it comes out of the egg. Then there is the wood- 
pecker, who is a carpenter, using his strong beak for a hammer. He finds an old tree and begins to rap, 
rap, rap upon it until he succeeds in making a hole, which he digs deeper and deeper, then makes a nest of 
wood-dust or moss, and the babies are never wet by the rain or made cold by the wind. The woodpecker 
likes an old dead tree because he finds many small insects in the wood which serve him for food. His 
tongue is strong, and has a peculiar sort of hook upon the end of it which he thrusts into the soft wood, 
and so draws out the insects. 

There is also an insect called the carpenter bee, which has a peculiar little instrument which she uses 
just as a carpenter uses his saw. She cuts a nest out of a piece of wood, and puts the babies in it. Then 
there are some wonderful builders, called beavers. Some scarcely larger than a cat, but they are both 
masons and carpenters. They build their homes in the water and gather their own material for the house. 
The first thing which the beaver does is to select the tree nearest to the water where he intends buildino- 
then he begins to gnaw with his strong sharp teeth (which serve him for chisels), a deep notch in the 
trunk, on the side nearest the water. When he cuts half way through, or more, he goes to the opposite 
side and begins to gnaw, and when he has cut nearly through the trunk the tree falls toward the water, 
of course, because he began on that side, and away from him. He then strips the tree of its bark and 
gnaws it into pieces the proper size, just as a carpenter saws his boards. His hind feet are webbed 
like a duck's so that he can swim, and he uses his broad tail for a rudder, while he carries the wood in his 
forepaws and teeth. He takes the lighter branches with the leaves and places them so as to form a sort of 
basket, which he plasters with mud, grass and moss, making it waterproof, and as the openino- faces down 
stream the water can not flow into it. He lines it with wood fibre and dry grass, and then proceeds to build 
the logs into a dam around his home, so that the water can not flow entirely away and expose the opening. 
They live in companies, each having his own home and family. If one is lazy, and will not work, the others 
drive him away and will not let him live among them. 



158 PRACTICAL SbGGESTIONS 

SWIMMERS AND WADERS.— Fifth Week. 

■\Ve must not forget the rest of our bird pictures. Take dowu a picture of a duck or other swimmer. 
Compare with the perchers and scratchers. It is large like the scratchers, but has a different beak and 
diiferent foot. Let us look at the beak. It is broad and larger than that of the other birds and is not 
sharp at the end. The ducks like to eat the tiny insects which they find in the water, and their beaks are 
shaped so that they may catch them easily. Their feet are very different from the other birds, having 
skm growing between each two toes so that it joins the foot together ; so we call them web-footed. When 
they go into the water to swim they use their feet for oars with which to paddle just as a man uses oars to 
make a skiff move, and if you will look at the bodies of swimming birds you will find that they look very 
much the same shape as a boat. They have a very ixrcmy habit of diving down into the water to catch 
little buo-s, leaving only the end of their tails above the water. When they come up, the water runs off 
their backs, and their feathers seem quite as dry as before they went into the water. This is because there 
is so much oil in them and they are packed so closely together. The oil in the feathers keeps them from 
gettino- wet. (Show with a little oil and water in a plate that the two will not mix.) 

Every bird which you find with web-feet will be a swimmer or wader, and you must bring enough to 
make a chart. (See bird charts, Appendix.) Can you name some? Geese, swans, pelicans, storks, 
cranes, penguins. The remainder of the bird pictures may be assorted into climbei's, i-unners and birds of 
prey. 

CAMELS.— Thirteenth Week. 

Are camels large or small animals? Large. Where do they live? In the desert. What sort of a 
place is a desert? Very sandy, dry and hot, with few shrubs growing, and occasionally a grassy place 
near an oasis. The camel is made so that he fits into his desert home just as every other living thing fits 
into its home. He has upon his feet broad cushions of flesh, very thick, which serve to protect his feet 
from the hot sand, just as your shoes protect your feet. He also has tough places upon his chest and 
upon the joints of his legs, so that he will not be hurt when he kneels down to receive a burden upon his 
back. His toes are not separated, which makes it much easier for him to travel on sand. He has a very 
lono- neck, small head, large eyes, which have long lashes to protect them from the glare of the sun, and 
prevent the drifting sand from getting into them. His nose has ol)li(iue openings for nostrils, which he 
may close to keep out the sand. He can see and smell vei-y well indeed, and is a patient worker, willing 
to carry just as much as he can, but when the load is too heav}', he utters a peculiar cry. His teeth are 
sharp and shaped like a wedge, so that he ma}' easily eat the shrubs in the desert, for he does not often 
obtain tender, green grass. Some camels have one hump upon their backs and others two. I wonder how 
many of you have ever thought that the camel's hump is the place where he keeps food stored away to 
supply him when he is unable to obtain things to eat? It contains fat, and if he is compelled to go without 
food, the fat from the hump supplies him. Should he do witiiout food so long that the fat becomes com- 
pletely exhausted, he must have several months' rest and good food furnished him to regain the supply. 
Another queer thing about him is, that be has two stomachs. The second one is supplied with a great 
number of little cells, which serve as tiny cups to hold water, from which he may take a drink if he does 
not find any upon his journey. People alwa3's give the camels a great amount of water to drink before 
startino- upon a long journey. The Arabs use the camel's milk for food just as we use cow's milk. The 
hair is used for cloth and brushes. Our Kindergarten paste brushes are made of cameJ's hair. Show a 
piece of camel's hair cloth. 

SHEEP.— Thirteenth Week. 

What kind of a coat does a sheep wear? Soft coat of wool. Where does he like to live? Out in a 
green pasture where there is plenty of grass and water. They are very quiet animals, and go about all 
day nibbling the tender grass. They soon grow to know the one who takes care of them, and will follow 
where he leads them. They like to do anything which they see the others doing. If they come to a low 
wall and the first sheep jumps over it, all the others will follow him. From the sheep Me- receive food and 
clothing. Its flesh serves us for food, its wool is made into cloth, and the skin is prepared and made into 
gloves and shoes. 



FOR KINDERGARTNERS. 159 

The baby sheep are called lambs, and their wool is fine and soft. During the Winter the wool on the 
sheep's back grows heavy and thick and keeps him warm, but when the Spring time comes he feels very 
uncomfortable, so the men take all the sheep into a pond of clean water and wash the m'ooI on their backs, 
after which it is cut off with large shears which look like our scissors. The sheep are turned loose again 
and they are far more comfortable during the warm Summer without the wool on their bodies. After the 
shearing, the wool is taken to a mill where it is scoured, making it clean and free from burs and bits of 
twigs which get among it. It is then separated and pulled into long slender pieces shaped like our cylin- 
ders, and is ready to be made into different kinds of threads, by spinning, and the threads are made into 
cloth by weaving. Yarn for knitting stockings, and our zephyr which we use for sewing, are made of 
wool. Find all things in the room ha\ing wool in them. Bring anything made of wool to-morrow. Place 
a picture of a sheep in the middle of a large page in a book, and let the children paste around it any bits 
of woolen materials which they bring, making their own arrangement. If a child brings a very large 
piece let him cut from it any small form which he cliooses and paste. It would be well to have the picture 
enclosed in a circle or square, and the remainder of the page divided into small sections, so that 
many small pieces may be placed around it. Let there be a piece of sheep-skin leather in the collection. 
The fat of the sheep furnishes us with mutton-tallow, which is good to cure little children's hands when 
they become chapped by the wind. 

OUR BODIES.— Fourteenth Week. 

Let us name the parts of our body to-day and tell their uses. Head, hair, eyes, eyebrows, eyelids, 
eyelashes, pupils of the eye, ears, nose, nostrils, forehead, mouth, lips, teeth, tongue, cheeks, chin, neck, 
shoulders, arms, ell)ows, wrists, hands, fingers, fingernails, back, chest, hips, legs, knees, ankles, feet, 
toes, toenails, fiesh, bones, muscles, veins, blood, heart, lungs, stomach. What holds all the parts 
together? The skin, which is like a house to the body, protecting it from harm. 

Name parts of which we have but one. Head, nose, mouth, tongue, forehead, chin, neck, heart, 
stomach. Name parts of which we have but two. Eyes, ears, cheeks, eyebrows, eyelids, pupils of eyes, 
lips, hips, shoulders, arms, eyebrows, wrists, hands, legs, knees, ankles, feet, lungs. Of what use are the 
eyes? To see the beauty in the world, and help us tell one object from another. Of what use are the 
ears? To listen to the music of the world. Of what use is the nose ? To smell the sweet odors of flowers. 
Of what use is the mouth? To convey our food into our stomach. Of what use are teeth? To grind up 
our food before it goes into the stomach. Of what use is the tongue? To speak the "Kindest things in 
the kindest way." Of what u?5e are arms? To carry burdens. Of what use are hands ? To work and 
help others. Of what use are feet? To move about from place to place. How do -we keep our bodies 
alive? By eating the proper food. The food which we take into our mouths and grind with our teeth, is 
passed into the stomach where it is ground up very fine by a little machine which God placed there for 
that purpose, and is made over into blood, fat and bone. The blood is sent into the veins by the heart, 
which acts like a little pump, and constantly pumps the blood into the veins, which serve as many little 
pipes to carry the blood all through the body. Put your hands over your heart and j'ou can feel the little 
pump at work. The lungs, in the meantime, are gathering in air, M'hich mixes with the blood, making it 
the proper food for our bodies. The portion of the food which is not made into blood, becomes fat and 
is stored away in our bodies until such time as we shall need it, as when we are ill and can not eat food. 
At such times our bodies live upon the fat already stored up, just as the camel lives upon tlie fat in the 
hump upon his back, and when we become well, our bodies are often very thin, for the fat has been used 
up. Our food is changed into something else after it reaches our stomachs. And all animals have a 
stomach which changes their food in some manner, so as to make it nourish their bodies. Let us name 
some things which we use for food. Flesh of animals, vegetables, fruits and fish. Some other time we 
will find out how the plants get their food, 

CATS.— Twentieth Week. 

Name all the parts of a cat's body. Head, neck, trunk, tail, limbs, skin, hair, whiskers, eyes, mouth, 
teeth, tongue, nose, lips, claws, heart, lungs, stomach. How many legs? Four. The two front legs aie 
shorter than the other two, and have five toes and five claws, while the hind legs have but four toes and 



IGO PRACTICAL SUGGESTIONS 

four claws. The hair ou its body grows back from the head to tail and down on the limbs, but cats can 
make it stand up straight by moving little muscles. Long hairs grow inside the ears, which are narrow 
and pointed, having the hollow side turned forward and out. The feet are furnished with soft little 
cushions or pads of flesh, under which the claws may be drawn, and these pads, as well as the end of the 
nose and lips, are naked, no hair growing upon them. The head is round, eyes large and far apart, fur- 
nished with eyelids. When in a bright light the pupil of the eye becomes very small, looking like a 
vertical line, although in a less brilliant light it is round. The backbone extends from head to tail, and to 
it are attached the ribs and limbs. 

When the kitten is two or three weeks old it gets its first teeth, six in number, and by the time it is 
six or seven weeks old it has twenty-six teeth. These are called milk-teeth, and begin to fall out when 
the kitten is seven months old, after which it has a new set, thirty in number, which are permanent. The 
three front teeth above and below are very small and sharp, but the rest of the teeth ai-e large. 

Black cats have yellow eyes, white cats have blue eyes. A kitten can not open its eyes until it is nine 
days old. 

The cat family is a very large one, most of its members being wild animals, but they all have some 
things alike, by which we know they belong to the same family. All the animals belonging to this family 
hunt other animals for then- food. Our cats eat mice, and the wild members of the family eat larger 
animals. The lion, tiger, leopard or panther, ounce, puma, jaguar, lynx are members of the cat famil}'. 
They are large, powerful and fierce, with very strong, sharp claws which tear things easily. The lion 
diffei's a little from the rest in having a mane and a tuft of hair on the tail. It is yellowish-brown in 
color. It lives in Africa, where the black people live. The leopard is yellowish, with dark spots. It 
lives in Africa and also in Japan, where the Japanese live. The tiger is the largest of the family, of a 
bright fawn color, with dark stripes crosswise on bod}^ and limbs, which makes it look different from the 
other members of the family; it lives in China, whore the Chinese live. The puma is reddish-brown, and 
lives in our country, America. The jaguar is a yellowish color with dark spots, and also lives in America. 
The ounce has long yellowish gi'ay fur and a long bushy tail ; it lives in Asia. 

THE FROG —Thirty-first Week. 

The frog has two arms in front, which end in a sort of hand having four fingers, of which the third 
one is longest and the second, shortest. The long, hind limbs are larger and stronger, with a very long 
foot which has five toes joined together by skin, called the web, just as the feet of wading and swimming 
birds are formed. The first toe is shortest and the fourth toe longest. The upper jaw has a row of very 
small teeth, but there are none in the lower jaw. The tongue is large and flat and is tied down to the jaw 
in front, while the end at the back is loose and divided into two parts. The frog eats only living animals, 
which he catches by suddenly throwing out the hinder end of the tongue, which is covered with a glue- 
like saliva, and the insect or small animal adheres to it and is drawn into the mouth and swallowed. The 
eyes are large and brilliant, having two eyelids, the lower one of which is more movable than the ui)per. 
He wears a smooth coat of skin of yellowish or greenish-brown, with lilack, brown or gray spots upon 
body and bands upon the legs. Underneath, the body is pale yellow, with a few spots which are lighter 
than those upon the back. In winter the frog buries himself in mud at the bottom of a pond and goes to 
sleep. The mother frog lavs eggs, which are mere dark specks, all of which are glued together and 
resemble a great mass of jelly on the water. When the eggs hatch out, the little creatures are not frogs, 
but small fish called tadpoles, and they breathe through gills and live in the water, eating only vegetable 
food. After a time the gills become smaller and the tail disappears, two legs begin to grow out in the 
back, then two more in front, and at last the tadpole has become a frog and can live upon the land as well 
as in the water. 

THE OSTRICH.— Twenty-fourth Week. 

Show picture. This bird is very large and can run as swiftly as a horse. I will tell you how they 
live. People keep them upon large farms, because their feathei's are valuable. The mother ostrich digs 
a shallow hole in the sand and begins to lay her eggs, which are about the size of your head. If an 



FOR KINDERGARTNERS. IGl 

egg is taken out of the nest, the ostrich will continue laying until she sometimes lays sixty eo^p-s, but if 
none are removed, she leaves off laying as soon as she has fifteen or twenty, as that is all she can cover 
and hatch. The father bu'd always sits on the nest at night and the hen rests, but comes regularly in the 
morning to take her place and relieve the male bird. When the hen leaves the nest during the daytime, 
she carefully covers the top of each egg with a good pinch of sand, to prevent the blazing sun from 
injuring the eggs. Every morning and evening the nest is left uncovered for a short time, to allow the 
eggs to cool. Sometimes when the birds go off in search of food, another bird, called the white-necked 
crow, comes along and makes up his mind that he will have an ostrich egg for his breakfast; so, as he 
can not break the shell with his beak, he carries a stone high up in the air, and holding it directly over the 
nest, he lets it fall upon the egg, thus breaking the shell, which is so hard. He then flies down and feasts 
upon its contents. When the ostrich returns to its nest and finds any one near it, he gets low down upon 
the ground, and seems to beg the person not to harm the eggs, but as soon as the visitor turns away from 
the nest, and he is able to place himself between the eggs and the intruder, he immediately becomes savage 
and drives one away. 

After six weeks of patient sitting, the baby ostrich chicks are hatched out. About ten days before 
this they can be felt moving about in the egg, and when nearly ready to come out they make a squeaking 
noise, at the same time tapping against the shell, which is finally broken, and a little pink bill is thrust 
forth from the opening, while a bright eye looks out curiously into the world. After a few hours, out 
comes the little ostrich, and no sooner is he free from his shell cradle than he seems to swell out and 
becomes so large that you wonder how he ever managed to fold himself up in the shell, and it would prove 
a hard task should you attemijt to place him back again in it. At first he has no feathers, but is covered 
with a rough coat of prickles, making him look somewhat like a hedgehog. The head and neck are covered 
with a soft down, which feels and looks like plush. Coarse, wiry feathers begin to sprout out, and when 
he is nine mouths old these are plucked. When he is two years old they are plucked again, but the 
feathers are not pretty until after the third plucking. When the bird is about five years old, he has 
twenty-four long white feathers in each wing, which hang like a graceful fringe upon each side of his 
body. When the time comes for plucking the feathers, the birds are all driven into a small pen, where 
they have just room enough to stand but can not turn around. At one side is a pluckiug box, and one 
bird is driven into this and finds he can not kick or turn around, as it is just large enough to hold him, A 
man stands upon either side of the box and cuts the feathers from the wings, the pieces of quills being 
allowed to remain in the wings for several months, when they may be pulled out without hurting the bird, 
and the new feathers then begin to grow. 

The ostrich is easily tamed, and there is a story told of one bird which became so tame that it insisted 
upon staying close to the house, especially near the kitchen. If the children were given bowls of rice 
to eat, he would reach his long neck over their shoulders and help himself to the contents of their bowls, 
being very fond of rice. One day he went into the kitchen, and seeing that the cook dipped the rice out 
of a pot upon the stove, he resolved to help himself ; so walking up to the vessel he plunged his bill into 
the boiling rice and swallowed a quantity of the hot dainty, which made him dance with pain. After this 
incident the cook had no trouble in keeping the tame ostrich out of the kitchen. 

SILKWORMS.— Twenty-fifth Week. 

We obtain the silk which we use from a little worm which spins a nest about its body, lining it with 
silk fiber, long and fine. The silkworms are raised in China and Japan, although people m our country 
are beginning to raise them now. 

Eacksare made of wood, upon which are placed small tray^ having twine stretched upon tacks from 
side to side, forming a network of small squares. The eggs are laid upon a tray covered with white cotton 
cloth, and are j-ellow at first but soon change to a dark gray. If kept- in a warm room, the eggs will 
hatch in one or two days, becoming snuill black worms no larger than a pin head. They must be fed upon 
mulberry leaves, and if a branch be placed above their tray, they will crawl upon it and begin eating the 
leaves. They eat most in the early morning and at night. Three or four days after hatching, the little 
black worm changes his dress, taking off his skin. The worms attach themselves to a branch, and do not 
eat anything for a time. A new head appears and the old skin is slowly worked back on the body until 



162 PRACTICAL SUGGESTIONS 

it is cast off. After four or six days the worm again casts off his skin, and repeats the process until he 
has changed his dress four times, each time becoming larger. About a week after the last change, the 
worm gets ready to spin his little cocoon or nest. He changes his color from white to yellow, and seems 
to become smaller, at the same time throwing out little silken threads. They soon attach themselves to 
the corners of the tray or small branches, and in three or four days they are entirely hidden away in a 
silk-lined cocoon or nest. After this, people gather the cocoons from which the silk is to be taken and 
leave a number in the trays, so that they will change into moths and lay eggs for the next season. The 
cocoons taken out, are sent to a silk manufactory where a machine carefully draws out the long silk thread 
from the inside of the nest and winds it in skeins ready for twisting and weaving into silken cloth. 

INSECTS.— Twenty-seventh Week. 

Name some insects. Bees, wasps, spiders, flies, moths. An insect gets its name from the formation 
of its body, which is divided, or insected, into three parts, head, thorax or middle body, and the abdomen, 
or hind body. The head has upon it a pair of aflitennee, also a pair of upper jaws (mandibles) and two 
pairs of lower jaws (maxillie), two of M'hich unite so as to form the under lip. They usually have six 
legs and a pair of wings fastened to the middle body. 

Insects breathe through a series of holes along the sides of the body, the air being carried to all parts 
of their bodies through small air-tubes. Insects eat their food by moving their jaws from left to right 
instead of up and down as we do. Insects walk by throwing two legs forward on one side and one ui)on 
the opposite side. A fly has little hairs upon the under side of the foot, which are called holding hairs, 
because the fly can use them to hold on to a slippery surface or wall when walking upside down. All 
insects change from eggs into larvK, or small worms, then into pupae, in which state they hang suspended 
from a twig and do not eat, but at last they change into the perfect insect, which does not grow larger. 

Caterpillars change like the other insects, some becoming moths and some butterflies. Silkworms 
spin a cocoon lined with fine silk, out of which comes the moth, while we use the lining to make our silk. 
The tiny little insect called the clothes-moth, which you hear your mammas talk about in the spring and 
summer, is a very interesting little fellow. The moth lays the egg in an old garment of fur or wool, and 
just so soon as the little worm comes out of the egg it begins to make a house for itself by cuttuig the 
woolly fibers into bits and placing them together, forming a cylindrical nest, which it lines with soft silk. 
When he grows and the little woolen house becomes too small for him, he cuts open one side and puts in 
a patch to make it larger, just as your mamma does with your clothing. If any one cuts a hole in his 
house he mends it with fine silk thread. The little holes which we see in a garment upon which a moth is 
found, are made because the little fellow finds it easier to cut his way through than to drag himself and 
his house over the rough surface. After a time he changes into a chrysalid, and soon appears as one of 
the small yellow moths which fly about in the summer and lay eggs upon our woolen garments, if we do 
not put them away carefully. 

The mosquito is a little friend of ours which we shall be glad to know about. We all know about the 
sono- which she sings and the jjain of her stings, but we may learn more about her. She has a round head 
upon Avhich are two large eyes an'd five long, slender, necdle-Iike hairs, which she plunges into our flesh 
and sucks the blood for her food. She lays her eggs upon the water in the poods, where they change 
into larvie and pupce and finally into mosquitoes, which use their old skins for little boats in which to float 
about, until their wings are dried by the sun and are strong enough to use for flying. 

The little flies which live near our houses and like to come into them, are provided with a very curious 
tono-ue. When a fly settles on a lump of sugar it unbends its tongue, which is rolled up in its mouth, 
pushes it out and the broad end divides into two broad, flat parts, like two leaves, the inside of which are 
rough, and with this funny tongue it rapidly sucks up the sweets. Insects have different ways of living. 
Some bees live in nests, inade up of numbers of small cells, shaped like our hexagons, and some shaped 
like our cylinders. They build nests in trunks of trees, in banks of clay, or in steins of plants. The 
carpenter bee cuts out tunnels in solid wood, with her jaws, which are like sharp saws. She has stiff 
brushes upon her legs for cleaning out the tunnel as she descends, running l)ackwards out of the hole to 
throw out the chips which she cuts. She makes a numl)er of cells, placing little partitions between each, 



FOR KINDERGARTNERS. 163 

lays the eggs therein, aud places some honey and pollen, which is the bee's bread, in the cells, upon which 
the laiTaa feed. The perfect insect cuts its way out of the nest. 

There is a little tailor bee who cuts out pieces from leaves and constructs her nest of them. The 
mason bee constructs a nest in sunny banks of earth, or in rotten wood, or an empty snail shell, and makes 
the cells by putting together tiny bits of clay. She takes a small ball of clay into the nest, and then 
scoops out a hole in the top, making a shallow mud cup in which she lays the eggs, putting a lid over the 
cell. 

CORAL— Twenty-eighth Week. 

Some queer little animals live in the sea, whose bodies consist of circular discs fringed round with a 
number of small arms, called tentacles, which branch out from the middle like the petals of a flower. 
The mouth is in the center and opens directly into the stomach. They can only move very slowly, but 
many of them attach themselves to the backs of crabs and so ti-avel about verj^ much faster, by usino- the 
crab locomotive. Thev remain upon the backs of the crabs, ofrowins larser and larger 

They are very beautiful, looking so much like stars that they may be called God's water stars, or the 
stars of the sea. They have many colors, as green, red, pink, bluish, yellow. 

These small animals whenever disturbed draw in the arms or tentacles by means of certain muscles, 
so that they look like a spherical lump. When they wish to expand or open out the arms, they fill the 
body with salt water, taking it through the mouth, and the flower-like animal opens out, showing its petal- 
like arms again. 

The food is swallowed whole, the mouth and stomach stretching open to receive it. The parts unfit 
for food, such as shell aud bones, are gotten rid of by smiply turning the stomach inside out, when the 
rest of the food has been digested. All over the body there are little cells which contain fine threads, 
which they throw out and catch and hold the food which they eat. They are called lasso-cells, for the 
reason that the little threads serve as ropes, used in a similar manner as men use lassoes of rope. Some 
of these small animals build a hard covering around the sides of their bodies, by sending out a secretion, 
taken out of their food, from the different parts of their bodies, just as a part of the food which we eat 
is made into bones. We have our bones inside our skin and flesh, while the coral-making animal pushes 
out that part of the food which makes bone, so wearing its bones on the outside. The babies of this sea 
animal, or polyp, grow out from the sides of the parent, just as the branches of a tree grow out from the 
trunk. Each new one has mouth, stomach-lasso-cells, tentacles or arms, just as the first one has. A 
great number grow together. (Show pieces of coral.) 

THE ELEPHANT.— Thirty-third Week. 

The elephant is the largest living land animal. His body is large and upheld by four huge legs like 
massive pillars. There are usually five nails on each fore foot and four nails upon each hind foot. His 
ears are large and serve as fans with which to create a breeze and drive away insects. His neck is so short 
that he can not obtain his food from the ground, so he is provided with a trunk which serves him as a hand 
and nose. He uses it to carry water and food to his mouth, pull down trees, throw things out of his way 
and carry burdens. When he lifts heavy weights, he simply uses the trunk to hold the article upon the 
tusks, which bear the weight. The tusks are two very large teeth which grow out from the upper jaw. 
When an elephant wears away his front teeth, the old ones are pushed out by good teeth from behind, 
which have been growing for that purpose. The eyes are small. The stomach is somewhat like that of 
the camel, having a cavity in which water may be held, separated from the main stomach. The favorite 
food of the elephant consists of figs, pineapples, sugarcane, palms and grains. The elephant has a 
language of his own, which we call trumpeting. Sometimes it is a low, squeaking sound, and at other 
times, when angry, it becomes a loud, shrill roar. They like to swim, but object to the water if cold. 

The elephant supplies us, from its tusks, with ivory, which is made into knife handles, piano keys, 
umbrella handles. The people of Asia and Africa use the elephant in their work. He carries heavy 
burdens, such as lumber and logs. He drags loads, when harnessed, like our horses. He is very sure- 
footed, and goes down steep hills in a way of his own. He kneels down, then carefully extends one foot 
and digs out a foothold, then the other fore foot is extended a little in advance of the first one, and another 



164 PRACTICAL SUGGESTIONS 

place dug. He theu extends the first again, and so continues, bringing tlie hind feet down into tlie foot- 
holds made by the fore feet. 

THE SPIDER.— Thirty-fourth Week. 

The family of spiders includes among its relations the scorpions and the daddy-long-legs. They are 
distinguished by the distinct separation of the body into two parts and their power of spinning cobwebs 
of silk. The legs are used chiefly for running, jumping and climbing. He usually walks upon six legs, 
usino- the two front ones as feelers, held up before the body. Tiie two hind legs are used to guide the 
thread in spinning. The spider family have two sharp little claw-lilce teeth with which they bite, if dis- 
turbed, but if not annoyed they simply use them for obtaining food. The spiders have little tubes, which 
connect with small sacks containing a fluid which forms a thread, and these tubes are used as small spin- 
ning-wheels. When he washes to spin a web, he presses one of the small tu])es against some object, and 
sends out some of the fluid from the bag which contains it. The fluid holds fast to the object and the spider 
moves away, drawing the fluid, which hardens rapidly into a thread. Sometimes they let themselves down 
by the thread, as if it were a rope, and are able to stop the flow of thread whenever they wish. 

The trap-door spider digs a hole deep in the ground and lines it with a silken web, then makes a cover 
of dirt, fastened together with threads aud lined with silk. When the door is shut, it looks exactly like 
the ground around it. If any one tries to open the door, the spider holds on to it with his legs and 
mandibles, so that it is impossible to raise the door without tearing the threads. The eggs are laid in 
these ground homes, and the young spiders live there until able to go out aud dig homes of their own. 
Some spiders make bags of silk upon the plants on which they live, and spin a silken cocoon which holds 
the eggs. Another spider, called the water spider, makes a bag of silk on the leaves of water plants, 
where the eggs are laid and the young live. They all spin a silken cocoon about the eggs so soon as they 
are laid, fastening it securely, so as to make a safe cradle for the young spiders. 

LIVING LIGHTS.— Thirty-seventh Week. 

To-day we will talk of some living lamps which give light, yet do not seem to burn anything in order 
to do so. Some are animals and some are plants. Some live in the ocean and some live on the land, but 
they have light which they carry with them, aud God must have meant for them to be little living lamps 
and shine in their small corners of the world to help fill it with light. The sea is like the heaven above, 
filled with light. We might call these animals the stars and comets of the sea. 

Some animals which live in the sea are no larger than the head of a pin. They have the power to 
give out their light, or to take it in, just as we turn the wick of a lamp higher or lower, producing bright 
or dim light. When a ship is sailing upon the ocean at night it seems to be ploughing through a sea of 
fire, aud men who dive for pearls find there is light enough by which to read under the water if they 
should wish to do so. The lights are of different colors, blue, green, yellow. They might be called 
Mother Nature's fireworks. Some of these light giving animals attach themselves to the shells of crabs, 
and so become small, moving light-houses. Some are fastened to rocks and give out their light in the same 
place. If a number are placed in a glass they make a living lamp, aud may be used to give light for read- 
ing. There is a small animal which bores a home into the rock, as a miner digs for coal, and, like the miner, 
he carries his lamp with him. There are also many little light bearers which live upon the land. We 
have all seen the lightning bug in the summer, which flies about raising and lowering the flame of his lamp 
at reo-ular intervals. Even the eggs of some of these bugs give out light. Fire-flies, beetles, lantern-flies. 
The heron and blue crane, among the birds, also give light. Some flowers give out out light at night, sun- 
flowers, marigolds. A plant in South America has in its stems a milky juice which becomes light at night, 
and if a stem be broken and used as a pen with which to write, the letters appear as though written with 
fire. 

Most of the animals which give out light live in the great oceans aud seas. The ocean is like a house 
with a number of stories, in each one of which live different kinds of families. Some of those which live 
in the top story may go down to visit the animals which live below, and those living lower down may come 
above for a visit, but they have their j)articular places in which they thrive best. The first story is near 



& 



FOR KINDERGARTNERS. 165 

the surface of the water, aud the animals which make this their home require more light, air and warmth 
than any others, so you see why they should live nearest to the top of the water, where the sunbeams may 
give them this light and warmth, aud where they may easily dart up from the water and obtain fresh air. 

The second story is just below the tirst, deeper down in the water, and is the home of the sea-weeds. 
This part of the ocean-house is very beautiful, the plants having so many lovely tints, and resemble great 
meadows of beautiful floM'ers, while the bright colored fishes dart among the sea plants as the butterflies 
flit among the flowers in our woods. 

In the next story below live the coral animals, of which we have heard before, the small animals bud- 
ding out from the parent animals like buds upon a plant, until, after a time, they form a group looking very 
much like a tree covered with star-like blossoms. 

The lowest story is very deep and dark, the sunbeams not being able to shine through the great body 
of water and light up the floor of the ocean-house. In this part live the animals and plants which do not 
require much light, warmth or air. Many of them being supplied with light in their own bodies, so that 
they carry their own lamps about with them. Sometimes when a ship is sailing upon the ocean at night, 
and disturbs these tiny animals, they come to the surface and dance and l^lay about the ship, following her 
like a track of fire. 

There are also stars in the sea. We call them star-fish, and they have five arms. If they happen to 
lose one or two of them they soon grow again, aud sometimes when they are caught they tear themselves 
to pieces, rather than be prisoners. 

HUMMING BIRDS.— Twenty-ninth Week. 

There are many kinds of humming birds, but all are somewhat alike, being distinguished by long, 
slender bills, very small delicate legs, long wings, which move very rapidlj^ and extremely brilliant 
plumage. Let us talk about the bill first. It is very long and slender, some being quite straight, while 
others are curved up or down. Some birds have a row of teeth upon both the upper and lower portions 
of the bill, which slopes backwards toward the throat, aud never extends to the end of the bill, which 
always has a sharp point, the upper part sometimes curving downward and over-lapping the under part. 

Inside the bill the tongue lies snugly coiled up, and resembles somewhat the tongue of our common 
wood-pecker. It is very long and may be drawn back into a very small space, and so it lies, while the sharp 
bill- opens the way into the flower cups, when it is suddenly darted out, and quickly secures the small insect 
which is concealed in the flower. They like honey, but also live on the small insects, which are found 
about the flowers. 

The feet are small and adapted to climbing, but the humming bird does not have much use for his 
feet, as he takes his food while hovering on the wing, over the flower-bells. The wings are formed very 
much like the wings of a swallow, and are generally longer than the tail. When spread, we see that the 
wing is very much curved, the feathers upon it are close together, and nearly all the small muscles of the 
little humming bird are in its wings, giving it great power, which enables it to fly rapidly. When it is 
hovering' over a flower the wings move so rapidly that we can scarcely perceive their motion, and the ra3's 
of the light striking them produce the most beautiful hues of various colors, until the little bird looks like 
a lovely jewel, glittering with beaut}' in the sunlight. 

The}' live only in warm climates, and are found in great numbers in South America. Their nests are 
beautiful and delicate in structure, yet warm and close. They are made of moss, fine grass, cotton and 
vegetable down, glued together with a sort of gummy saliva, sometimes they are made entirely of thistle- 
down, with seeds attached, and a part is wound around the stem of the tree to give them a firm hold. They 
are usually shaped like a cup with the entrance above, but sometimes they look like a long bag, in which 
case, the entrance is near the bottom. The eggs are very small and white, there being nearly always two 
of them, and the baby birds are hatched out of them in ten or twelve days, and are ready to fly in about a 
week, although they are very small when first hatched. 



166 PRACTICAL SUGGESTIONS 

TALKS ON PLANTS AND FLOWERS. 

PLANT DOORS.— Fourth Week. 

Did you know that plants have doors, which they close in order to keep out visitors whom they do not 
want ? I will tell you about them. All plants have a fine powder which is called pollen, and this must be 
carried from one plant to the other, so that each will give to the others in order to produce beautiful flowers. 
The plants can not do this work themselves, for they can not move about from place to place, so Mother Nature 
has messengers who do it for them. The wind carries the pollen of some plants, but the bees and other 
insects which visit the plants to obtain honey, carry that which the wind can not take. While they sip the 
honey the powder gets upon their wings and they carry it to the next flower which they visit. But there 
are insects which can not fly, such as the ants, which also like to eat honey. These the plants can not let 
into their houses, for if they did the messenger bees would stay away, because the ants would pinch them 
when they tried to sip the honey, so now comes the wonderful part about the doors, which are formed by 
the parts called the petals, being so close together that only certain insects, with a long, slender tool, called 
a proboscis, are able to secure the honey. Some plants keep their honey in a sort of hollow storehouse, 
around which the parts of the flower crowd closely to form a lid, so the little creeping insects must obtain 
their honey elsewhere, and 1 will tell you of them again. 

PINE TREES.— Sixteenth Week. 

Have pieces of as many kind of pine trees as possible, also cones. Show cedar wood and white and 
yellow pine. You know that you call trees of this kiud, Christmas trees, but they have another name. 
They belong to a large plant family called the pine family, of which there are many kinds, but they always 
have some things which are alike, just as little children of the same family look alike. They have sharp 
leaves which look more like needles than leaves, and some are very much sharper than others. The little 
pine babies are wrapped in cradles, called cones, of which there are many queer shapes. 

Pine trees grow in sandy soil, do not need much of any other kind of soil, and remain green all winter. 
The wood is used for making boards for floors and door frames, window frames and a great many kinds of 
furniture. One member of the family, called the cedar tree, has red wood and is very useful for making 
posts to place in the ground. There is a white pine wood and a yellow pine wood. The fir, cypress, cedar, 
spruce, hemlock trees all belong to this family, and we select from it for our Christmas trees because it is 
so green even in the winter. Mother Nature's trees are all made of fine wood-threads, called fibres, packed 
close together, just as thread in cloth is put close together. Some woods have fine, close fibres and we 
call them hard woods, but others have coarser fibres, farther apart, and we call them soft woods. When 
mamma wants to make a fire she likes soft wood for kindling, because it burns more easily. Name other 
kinds of wood. Oak, maple, elm, walnut, hickory. Bring a small piece of any kind which you can find 
and we will \vi-ite its name upon it. 

OUTER AND INNER CONDITIONS.— Twenty-fourth Week. 

Show lily bulb and pansy seeds. What do you suppose these are? They are the little cradles which 
I told you Mother Nature prepared for her babies in the autumn. Do you think them very pretty? No, 
they are not, but you can only see the outside of them now, and even if I were to cut them open, you 
would not see anything beautiful, for we must let the little plant babies climb out of their cradles them- 
selves if we wish them to show us their pretty faces and forms. This large cradle is called a bulb, and 
contains a lily baby which belongs to a very large family. This tiny brown cradle is called a seed, and 
contains a pansy baby, which also belongs to a large family. The little wild violets are its brothers. How 
many believe there is really a baby lily and a bal)y pansy in these seeds? We shall make a bed for these 
babies and put them in our window for the sunbeams to wake up. (Japanese lily bulbs may be grown in 
a vessel containing water and a few pebbles.) We shall make two kinds of beds, a water bed for the lily, 
and an earth bed for the pansy bab3% Give each child a pebble, and let him place it around the bulb. 



FOR KINDERGARTNERS. 167 

explaining that plants obtain their food from soil, and that soil is the result of rocks and minerals wearing 
away and becoming earth. Let each plant a pansy seed in a box. The lilies will bloom for Easter. What 
do you suppose these bal)ies will do so soon as the sunbeams wake them ? They will do just what your 
babies do when they awake, stretch themselves and try to get out of their cradles, which is just the right 
thing for a plant baby to do. Then it will want something to eat, and will feel all around in its cradle 
until it finds the small bundle of starch and sugar, which Mother Nature placed there for its food until such 
time as its little roots were strong enough to gather food. So each day it will push and climb until it gets 
above the edge of the cradle, and after a while the cradle will be changed into soil to feed the growino- 
plant child. "We shall look for the first sign of the little baby in its green dress, and we shall think about 
the beautiful baby inside instead of the ugly brown outside, just as we think about the good heart of the 
charcoal burner, instead of thinking about his black face. 

FLAX. — Twenty-fourth Week. 

Show a piece of linen, a flax seed, and a box of growing flax which you have previously planted for the 
occasion. This piece of cloth was made from a plant like this, which grew fi'om a tiny seed of this kind. 
The best flax is grown in Holland, the country far across the ocean from which the Pilgrims came, and our 
ships go over there and buy it from the people and bring it to us. The farmers work very hard to frow 
flax and I shall tell you to-day how they do it. They select soil which is moist and low, for it would not 
grow well upon hillsides. They plough this soil very deep for the flax roots like to go far down into the 
earth. The soil must be ploughed three times, and the dirt made very fine by harrowing; then the seed is 
sown in even rows. As soon as the tiny flax plants begin to grow, women and little children go all over the 
field and take out every weed, so that the flax may grow tall and slender. It has a tiny blue flower. When 
the leaves begin to fall fi'om the plants and the stems turn yellow, the farmers know that it is time to 
gather it. This is done by pulling it up by the roots, and laying them evenly upon the ground, until all 
are pulled up, after which they are stacked together, so that the seeds may be dried by the sun, and then 
they are separated from the stalks. Now the farmer begins to get the flax ready lo make linen thread of 
it. This is found inside the stalk and is called fibre, and can not be separated from the stalk without rottin"- 
away the outside part, which is done by a process called retting. The flax is carefully laid in rows in a 
a pond of water, the roots all pointing the same way, and is kept there from five to ten days, durino- which 
time the outer wood becomes soft, and is loosened from the fibre. It is then taken out and spread upon 
the grass to dry, l)eing turned over occasionally with long poles. When dry it is beaten until the wood 
drops away from the fibre, which is then carefully combed, taking away all the short bits, leaving only the 
long, clean, flax fil)re, now ready for the spinning into fine linen thread, which is then woven into linen 
cloth like this piece. You may bring any pieces of linen cloth or thread, which you find, and we will paste 
in a book. The seed is used for medicine and for making oil. 

SPRING.— Twenty-fifth Week. 

We planted our lily and pansy seeds, and they will grow faster than the little seeds outside, because 
they are in this warm room. But already Mother Nature has called all her babies, and is getting each one 
ready for its journey to the world above. Did 3'ou ever go upon a journe}'? Do you remember how busy 
mamma was, getting you ready, packing your clothes in a trunk and putting up your lunch for you? 
Mother Nature is just as busy as your mother was, and each little seed takes his food and clothing with 
him, for he never has any other kind of clothes, except the kind which is inside his little seed cradle in the 
beginning. Every one in the great brown house is busy too, and the little farmers begin their ploughing 
under the ground, to make it loose so that the seed babies may have room to stretch. These little farmers 
are the funny little worms and bugs which live underneath the ground, and Mother Nature keeps them 
busy all the time. They must do their ploughing early in the Spring time just as the farmer men plough 
the ground before they plant grain. You never thought the little worms could plough before, did 3'ou? 

When each baby awakens and begins to grow, it must be just the kind of plant which was tucked into 
the tiny cradle. If it is a little lily egg, it can not be an oak plant, but must grow as all its sister lilies 
gi'ew before it lived. Every plant must keep on bemg the thing which it began to be, and all its parts 



168 PRACTICAL SUGGESTIOAS 

must have the same kind of life as the little seed bab}^ A violet must have violet leaves, stems, buds and 
flowers. It can not have violet leaves and rose flowers, but must have flowers after its own kind. (This 
is a good opportunity to impress the importance of individuality, by placing emphasis upon the similarity 
of the life which pervades every part of a plant. ) 

MARCH.— Twenty-fifth Week. 

What month is this? March. What season does it bring in? It is the first Spring month. How 
many months will it take the Spring season to change into the Summer season? Three. Name the Spring 
months. March, April, May. March is the mouth of beginnings, and all during the Spring season 
everything is moving, moving, moving in Mother Nature's home. AVhat does March bring? Windy 
days. The first blue birds and robins. The crocus and other Spring flowers. Also something sweet that 
all children love ; for this is the month when people cut holes in the trunks of the sugar maples and let 
the sweet sap flow out, which they boil down and make into maple sugar and maple syrup. 

PLANTS AND THEIR FOOD.— Twenty-eighth Week. 

Name the parts of a plant. Roots, stem, leaves, buds, flowers, fruits, seeds. What is the difference 
between a plant and a rock? A plant may grow, and it has many different parts, while the parts of a rock 
are all the same. Must a plant have food? Yes. Where does it obtain food? From the rocks and 
minerals in the earth and from the gases in the air. People change the food which the}' take into their 
bodies into blood, which strengthens the body, and plants do e.Nactly the same thing with their food. The 
roots of a plant are the little pumps which suck up the food from the earth, while the stems are the pipes 
or conduits which carry the food to all parts of the plant, and the leaves are the kitchens in which the 
food is cooked by the sun and air, making it ready to strengthen the plant. The flowers are the little 
nurseries where the baby plants are born and safel}' tucked away in seed cradles, until it is time for them 
to grow into a plant like the mother plant. What part of the plant holds it fast in the ground? The 
roots. They keep the plant in one place, but they are great travelers, for they are the food gatherers, and 
reach out in all directions in order to hunt the proper food, just as your papa often goes a long distance 
from home, in order to earn money with which to obtain food for his family. The first roots which reach 
down into the earth are soft and tender, and take up easily the moisture, but they soon grow hard, and 
other little rootlets branch out from them and begin to drink up the moisture. As fast as a root grows 
hard and unable to absorb moistui'e, rootlets branch out from it. The roots always grow where there is 
least to push against them, but they separate and grow around a large rock if it happens to be in the way. 
The food which they need is obtained from the minerals, but they can not take the mineral into their 
stems in the hard form in which it is found, so the rain, which God sends, Avears away the mineral and 
mixes it with water, just as your mamma dissolves little powders in water when she wishes you to take 
them for medicine. The roots then suck up great quantities of water containing the minerals, and the 
stems carry it to all parts of the plants. When a plant has many stems and leaves, which spread out like 
an umbrella, the roots send out many rootlets, which extend beyond the space covered by the leaves, thus 
obtaining a greater amount of moisture. This mineral water is pumped into the stems, which always grow 
up toward the light, and hold up the leaves to the light, heat and air. Some stems are made up of a 
number of little pipes all through the stem (show stem of lily or asparagus), while others have the little 
openings arranged in rings, small ones in the center, each ring growing larger as we reach the outside. 
(Show stem of geranium or sunflower, giving one to each child.) The stems, which have the openings all 
through, carry the sap through each pipe, while the stems in which the openings are arranged in rings, 
only carry the sap through the outer ring, pushing the inner rings so close together that they become hard 
wood, as in the trunks of trees which w'e use for building houses. 

Ncjw we are ready to talk about the little kitchens of plants. (Give a leaf to each child.) They are 
fastened to the plant by small stems. Down the middle you will see a rib, also smaller ones branching off 
from it, which are like the bones in our bodies, because they support the fleshy part of the leaf. There 
is a skin above and below on the leaf, covering the fleshy part, and upon the under side are numbers of 
small openings called mouths. The leaves hold up the sap to the sunshine, which cooks it, then the plant 



FOR KINDERGARTNERS. 1G9 

pushes out the gas which it does not need for food, through the small mouths, as well as a large amount 
of water which the roots took in. When the gas is thrown off, it takes in another gas from the air, to 
mix with the mineral which the roots take in, and the very gas which they take in from the air, is the gas 
which we throw off from our bodies, while the gas which the plants throw off is the gas which we breathe 
into our bodies to make us grow. So you see plants and people help each other to live. There are many 
queer leaves, and they have funny ways of helping the mother plant to grow. In some places where it does 
not rain often, the leaves of certain plants form themselves into little pitchers, and grow a lid, attached 
with a cunning little hinge, so that the plant may lift the lid when it is raining and close it when the 
weather is dry, holding the water for the plant. In South America there is a plant, the leaves of which 
are called monkey-cups, because the monkeys are said to drink water from them. 

One of these pitcher plants has the open end of the pitcher close to the stem, and the plant sends 
out little root-like fibres, which dip into the pitcher and drink the water, taking it into the plant. Some 
plants can not make the minerals into the right kind of sap to feed upon, so they climb about other plants 
which can do so, sending their little roots into the bark to find the readj'-prepared sap. The mistletoe is 
a plant of this kind, growing upon the hawthorn tree in England. When the roots have pumped the 
mineral water into the stems, and they have sent it into the leaves, and the leaves thrown off the useless 
portion and mixed the remainder with the gas Avhich it takes in from the air, the sap is then made over 
into the plant and becomes a part of it. Some becomes a gummy substance which heals the wounds, 
caused by breaking off parts. Another portion becomes starch, which is like the fat in animals and is laid 
by for future use. This starch is packed into the little seed-cradles all around the baby plant, and turns 
into sugar, as soon as the plant begins to grow. 

Now let us see how the seed-cradles are separated from the mother plants. At first they are all kept 
in a seed-pocket until each is supplied with enough starch, and a strong brown house is formed about it; 
then the pocket bursts open and the little brown cradles are sent out. Some have little parts upon them" 
which look like wings, by which the wind catches them up and blows them far away. Other seeds, such 
as the mistletoe, are carried by the birds and dropped into the bark of trees ; so they all take journeys and 
begin their life in new places. Plants give us food, clothing, shelter, medicine, coloring matter, perfume. 

Roots which we eat : Turnip, carrots, radishes, beets. 

Stems which we eat : Asparagus, celery, rhubarb. 

Seeds which we eat : Nuts, peas, beans. 

Leaves which we eat: Spinach, lettuce, cabbage. 

WHEAT— Twenty-eighth Week. 

Show some grains of wheat. This is the grain from which our nice white flour is made. The ground 
is ploughed, then harrowed to make it fine, after which, these little grains are planted and covered over 
with earth. The little covering bursts open after it has been in the earth bed for a time, and the baby 
wheat plant begins to push its way up into the world of sunshine. At first it looks just like green grass, 
but after a time strong stalks begin to shoot up from among the green leaves, and out of the ends of these 
stalks, a funny little bunch grows. We call this a head of wheat, which at first is green, but after the sun 
has shown upon it for many, nuiny days, it becomes a beautiful golden color, just like the sunbeams, and 
this head is filled with a number of wheat grains just like the first one planted, but from that first one, 
manj' more have come. When the sun has ripened the wheat sufiiciently, the farmers cut it down and tie 
into small bundles, which are piled together, forming what is called a wheat stack. It is arranged smaller 
above, so that the rain will run down the sides as it does from the roof of the house. When it is diy the 
farmer threshes the wheat. Some years ago, this was done bj' placing it upon a floor and beating it with 
sticks called flails, which caused all the little grains to fall out of the pockets which held them, after which 
it was sifted to separate the wheat grains from the little coverings called chaff. Now there is a great 
machine which farmers use, called a threshing machine. The wheat is placed in it at one end and comes 
out at the other, separated into straw, chaff and wheat, by the motion of the wheels inside the machine ; 
a much quicker method than the old way, and saves the farmers much hard labor. 

Wheat is planted both in the Spring and in the late Summer. That which is planted in the late Sum- 
mer comes up and gets started in its growing before Jack Frost comes, so that the little roots stay in the 



170 PRACTICAL SUGGESTIONS 

gi'ouiKl all Wintei' and rest, kept warm by the snow blanket which Jack Frost brings. As soon as Spring 
time comes this wheat grows very rapidly and is soon quite tall. 

SPRING FLOWERS.— Thirty-fourth Week. 

In the autumn we noticed that the leaves changed their colors, and the light was not so bright. When 
we look about us now what color do we see most? Green. Is the light dim as in the autumn? No, the 
sunshine is very bright, and the spring flowei's have very bright colors. Let us name all the spring flowers 
which we know and tell their colors: Butter-cups, dandelions, crocus, daffodils are yellow; lilacs and 
violets are violet; lilies of the valley, snow-balls and daisies are white; trailing arbutus is pink. 

CLIMBING PLANTS.— Thirty-fourth Week. 

Name some plants which climb. Honey-suckle, hop-vine, morning-glory, cypress, pea, bean, mistle- 
toe. Some of these plants wind themselves around a stick or stem of another plant and keep climbing up- 
ward as they twine about it. Others do not wind around the stick but climb upward, by catching little 
hook-like rootlets into the stick, taking hold higher up each time. The twining plant sends out from the 
root, a long, slender shoot, whose stem is not strong enough to support it in an upright position, so if there 
is no stick near, it will bend over to one side, but it does not remain in the same position in which it falls, 
but moves around in a circle, about once in every two hours, the movement being constant and regular. 
When a stick is placed for the plant to twine about, the little shoot keeps swinging around, just as you 
would swing a rope round and round over your head. When it touches the stick the part of the shoot 
which extends beyond the stick curls around it, and as the stem grows longer it continues to climb upward. 

Some others are called hook-climbers, because they send up a slender shoot upon which are arranged 
small hooks, which catch firmly into any crevice with which they come in contact. 

Even the leaves of some of these climbers serve as hooks and clasp themselves securely around any 
stem or stick near them. Some have little curled tendrils, which take hold upon a wall and pour out a 
sticky, gummy fluid which pastes the plant firmly to the wall. 

TALKS ON GENERAL SUBJECTS. 

FAMILIES.— First Week. 

Where did all these little children come from this morning? From home. Did you bring everything 
with you which you had at home? No. Tell me what you left at home? My doll, kitty and dog. But 
tell me whom you left at home that you love very dearly? Mother. What is mother doing while 3'ou are 
here? Taking care of our house and making it clean and bright for us when we get back. Who else 
went away this morning and will come back home to-night? Father, and perhaps an older brother. Now 
tell me every one who will be at home to-night for supper? Father, mother, brother, sister and perhaps 
a dear old grandfather or grandmother. All these people may live in one house, and we call them a 
family. Are all families large ones? No. Some are small, having only a father, mother and baby. Let 
us have one hand for a family, and name each finger. " This is the mother so good and dear," etc. Are 
you glad to see A'our father come home in the evening? Do 3'ou think your mother will be glad to see you 
come home to-day? Wh}'? Because she loves me. Let us all close our eyes and make a picture of our 
home with all the family in it. What is your family doing, Harry? Eating supper. And yours, Eflie? 
Sitting near the fire, listening to father tell a story. 

Encourage the children to form these mental pictures. We have been talking about the family in 
which we live; can any of you tell me about some other family which does not look just as we do? Black 
people (yes, Negro families), Indians, Arabs, Esquimaux, Chinese people. The fathei's and mothers and 
children of these people love each other just as we do. Now can you think of any families that are not 
people? Dogs, cats, chickens. What is the papa chicken called? Rooster. What is the mamma chicken 
called? Hen. What are the baby chickens called? Chicks. Then there is the drake, duck and duck- 
lings; gander, goose and goslings. What is a cow's baby called? Calf. What is a sheep's baby called? 
Lamb. What is a goat's baby called? Kid. 



FOR KINDERGARTNERS. 171 

Coutiuiie naming as many as children can. We have talked about the families of people, animals and 
birds, what other families are there? Insect families, fish families and plant families. Name some 
insect families. Wasps, bees, etc. Fish families? Salmon, trout, etc. Plant families. Oak family, 
rose family, lily family. The queer thing about insect, fish and plant families is, that every mamma can 
take care of so many more babies than the other families of which we talked, and the babies learn how to 
take care of themselves very much earlier, too. You never thought that there were plant families before, 
did you? What do you suppose the babies of the oak family are called? Acorns. Every acorn is a baby 
oak; it is the little oak egg just as much as the eggs in the nest are bird eggs. And what do you suppose 
the lily babies are? Why bulbs, which look like onions, they are the lily eggs, every one of which becomes 
a lily ; and there are papa oaks, mamma oaks, papa lilies and mamma lilies, just as in every other 
family. r 

I shall put in the middle of this large round piece of card-board a picture of a mother who loved her 
baby boy very much, and you may bring me pictures of any mother whom you can find, who loves her 
baby. (See family chart. Appendix.) 

HOMES.— Second Week. 

We will talk to-day of the special homes which all living things make for themselves. How do you 
think the plant mothers make homes for their babies ? Nearly all of them fasten the baby plants up very 
snugly in a round ball. Some we call seeds (show a seed) and some we call bulbs (show bulb). Explain, 
that seeds are prepared by the plant above ground and bulbs below. These little round homes have in them 
everything which the baby plants need, even food to begin on, before the tiny roots are strong enough to 
gather the food. 

Animals or insects which live upon or near the ground, dig homes in the earth, which just fit their 
bodies and suit their babies, because they can go in and out easily. Example : Prairie dogs. They dig 
homes under the ground which are reached by long passages, only large enough to admit their bodies. 
Animals living near the water prepare their homes close by, so that the young may be taken into the water 
early. Birds living most of their time in the air, build nests high in trees, making them of a size and 
shape to fit their bodies, and to resemble in color the tree wherein they are placed, affording protection 
from enemies. And now about people. Let us see if they build their homes to suit them. In countries 
where it is very cold they build houses with few windows and doors, so that the cold can not enter. In 
very hot climates, they build very open houses so as to admit all the air possible, and in climates where it 
is sometimes warm and sometimes cold, houses are built in such a manner that they may be thrown open or 
closed as the occasion requires. But men build their houses with doors as large as they themselves are, when 
standing up, for we do not crawl into our homes as the animals do, and we must have our homes fit us just 
as they make their homes fit them. Ours are large enough to admit of our bringing into them other things 
to make them pleasant and comfortable and still have room for ourselves, so you see everything and every- 
body must see that his home suits him. 

ROUND AND RED.— Second Week. 

We will pick out from the round collection all the things, or pictures of things which grew. Apples, 
peaches, tomatoes, peas, beans, peach-stones. Place the real objects together and the pictures separate 
from them. Place in another place the remaining objects which are inanimate, as marbles, wooden balls, 
etc. Divide the real fruits from the real vegetables and make the distinction that nearly every vegetable 
requires cooking before eating, while most fruits have been sufliciently cooked by the heat of the sun to 
admit of eating just as they are gathered. Place pictures of fruits in one place and pictures of vegetables 
in another. Tell children to bring more pictures of these and pin them under the right collection each 
morning. Observe every morning whether mistakes have been made, and have the children thank the ones 
who bring. When enough are collected, make fruit aud vegetable charts. (See round charts. Appendix. ) 
In like manner select and talk about red collection, separating it from the other colors, telling children to 
bring more material in order to make charts. (See color charts, Appendix.) Notice material and try to 
have as many kinds brought as possible. Silk, wool, linen, cotton, paper, wood. 



172 PRACTICAL SUGGESTIONS 

FAMILY DUTIES.— Third Week. 

You will remember that we talked about families one day, aud found out how many families lived in 
this earth-home. To-day we will talk about every one who lives in our families and what he or she docs 
for the rest. We will talk about papa first. Tell me anything he does. He goes to work and earns 
money to buy food and clothing, and to keep a house for us. He helps mamma take care of the little chil- 
di'en when he is at home. He hangs the pictures, drives nails aud brings in the coal for her. He takes 
care of the yard, fences and gates, and the cow and horse, if we have them. 

He takes mamma and the children out in the country or to a beautiful park sometimes. He plays 
with the children in the evenings, and tells them stories while he sits by the tire with the baby on his lap, 
and closes the doors and windows when we go to bed. Altogether a very helpful and cheerful somebody 
to have, and we could not do without him. What does the Mother do? Takes care of the house, cooks 
our food, washes and irons our clothes as well as making and mending them, rocks the baby to sleep, and 
sings him little songs. Binds up our fingers when we cut them, helps us to make little pies when she is 
baking big ones. Tells us stories, aud kisses us when we get into trouble, and has a smile for papa when 
he comes home. 

Brother, if he is large enough, helps papa with the garden, the horse, or the cow, feeds the kitty and 
dog, and helps bring mamma kindling wood and coal. Builds block houses for baby, aud mends sister's 
doll-buggy for her, and runs errands for mamma. 

Sister helps mother when she sweeps, for she has a little broom; she irons some small pieces, stand- 
ing on a stool to make her tall enough to reach the table, finds baby's I'attle for him, feeds the chickens 
and hunts for eggs, helps mamma wash the dishes, answers the door-bell when it rings, runs to get papa's 
letters and papers from the post-man, carries a dish of nice soup to the little girl across the way who is 
sick, and runs to meet papa when he comes home in the evening. But dear little baby brother what does 
he do? (Read "A Baby's Day Journey" in the January, 1893 number of "Child Garden.") He 
wakes up before daylight in the morning and pulls papa's whiskers to make him wake, then he coos and 
sings little baby songs while the dimples play around his mouth. He splashes in the water like a little 
fish when mamma gives him his bath, and laughs gleefully. He cuddies down in his cradle and goes 
to sleep, when he has become tired Avith play. He kisses little sister and plays with her curls, and does so 
many things to make us think him the dearest baby in the world, that we could not be happy without him, 
and we all want to be near him ; indeed, I do not see how we could do without any one in the family, for 
every one heljis everybody else to be happy. 

CARPENTERS OF MANY LANDS.— Fifth Week. 

How many carpenters do you think there are in the world? How many do you know? I think there 
are so nuiuy that it would take us a long time to count them. There is one thing that every carpenter in 
every land does, and that is, he puts separate things together to make one place, to shelter people from 
the rain, snow and cold. 

Each carpenter must do the best he can with the materials which he has, and some of them use very 
queer things for houses, we should think. There is one carpenter who builds a house by taking small 
saplings, which bend easily, sticking botii ends into the ground, forming an arch. Then he places another 
across the first one, then begins to stick in small branches of trees worked close together until every crack is 
filled in, after which he puts the bark from a tree upon the outside and makes a door just large euough for 
one to enter at a time, and so near to the ground that a man must get upon his hands and knees and crawl 
into it as an animal does. This carpenter needs very few tools, using his hands for most of the work, and 
he would not know how to use any tools if he had them. He lives in Australia, and must do his work just 
as he knows how and in his own way. 

Then there are Indian carpenters who sew buffalo skins together and arrange them around poles which 
are stuck into the ground. After the skins are painted, they think them very good houses. Then there 
are some people living in a country called Africa, and they look very much like the negroes whom you see 
among us. The carpenters arrange long flexible sticks in a circle, sticking one end iuto the ground and 
tying the other ends all together at the top, making it look like a mouse trap. Then they place over these 



FOR KINDERGARTNERS. 173 

sticks a number of reeds which grow iu their coimtry, aud tie them together with long viaes which grow 
twisted like our ropes. 

These people have uo windows iu their houses and uo chimneys, so I think you and I should not enjoy 
living in them. 

Now, the Esquimaux carpenter uses material very different from any other people. He lives iu a 
country where there arc uo trees, but plenty of snow and ice, so, of course, he uses that which is most 
plentiful. He cuts the hard snow in blocks and places them one above the other just as our masons place 
stone and brick ; but he makes a round hut, instead of four straight walls. For wintlows he puts in a 
block of clear ice instead of our glass, and there the family may live just as cosily as we do iu our homes. 

Then you have heard about the Japanese people and the funny dresses which they wear. Their houses 
are built only one story high. The walls are straight like ours, and they nuike several rooms by placing 
screens about, to divide one from the other. In their windows they place oiled silk instead of glass. 

NATURAL BRIDGES.— Fifth Week. 

We have been talking about bridges this week, and I wonder if my little people could guess where men 
first learned how to make bridges? I think they must have been taught by Old Mother Nature, who 
teaches us so many things, and I will tell you how I think they learned the lesson. There are so many 
little vines which love to creep from place to place, and iu warm countries these vines grow to be large and 
strong, so that sometimes they creep from one tree to another. When a number of these grow iu this 
manner one might easily walk across as they do upon bridges. In the picture you will see one of the 
leaves of the plant reaching almost across the brook, aud the little child reaches out her hand to touch it. 
That is one way that Mother Nature makes bridges. Then there is another beautiful way which I believe 
you will like to hear about. Sometimes a little stream begins away up in a mountain side aud flows on and 
on and on, growing larger and larger until it becomes a mighty river. At last it conies to a great rock, 
which 3'ou would surely think would keep it from going any farther, but indeed it does not, for everj' tiny 
drop of water in that stream begins to push aud rub against the hard rock until a small hole is cut into it. 
Then they rub and push until the great river flows right through the rock, aud there above it is the most 
beautiful bridge you ever saw. Here is a picture of a bridge which a river made in the place called Vir- 
ginia, where George Washington lived. They say that the two letters, G. W., are carved in the rock, George 
Washington having climbed up there wheu he was a boy and cut his name into the rock. (Show picture in 
Milner's "Gallery of Nature;" also picture of the Natural Bridge of "Ain el Leban," iu same book.) 
There is another way which Mother Nature has of making bridges. She makes them of ice sometimes, 
piling it up until it makes a strong bridge across a mighty river. (Show a picture of the ice bridge at 
Niagara.) We said that bridges touched two opposite sides aud so joined them together, so you will not 
think it strange, that the small water drops make bridges by touching each other, when Jack Frost comes 
aud makes them so cold that they begin to push out iuto beautiful ice stars, which fit their points into each 
other so closely that a bridge is soon made above the water. 

THE MANY WHO ASSIST IN BUILDING A HOUSE.— Sixth Week. 

We shall talk to-day of the mauj' men who work in building a house. If the house be a biick house, 
some work must be done by the stone and brick mason before the carpenter begins his work. Great stones 
must be taken out of the ground by the quarry-men and cut into pieces the proper size for the foundation. 
These are put together with plaster prepared by the mason, by mixing lime, sand, water, horse-hair, etc. 
Bricks are made in the brick-yards where men mix clay and water, etc., after which the brick mason plas- 
ters them together just as he did the stones. Now the carpenter begins his work. The trees are cut from 
the forest, where they have been growing for years, by woodsmen. Then they are taken in wagous to a 
saw mill where tlie wheels are flying around, and they are cut into boards. From there they are taken to 
a planing mill, from which the carpenter receives them as long smooth boards, pieces for window frames 
and door frames all just ready to be put together. Very many men worked upon these pieces before they 
were sent to the carijenter. Where do the nails come from? The iron must be taken from the ground 
by miners, so called, because they go into the dark earth aud dig out the metals for man to use. Do you 



174 PRACTICAL SUGGESTIONS 

know anything else which we get out of the mines? Coal, tin, diamonds, copper, iron, gold and silver. 
When the iron is obtained, by the work of many miners, it is taken to the nail mill and screw factories, 
where it is melted and mixed with other metals, and then pounded and twisted into nails, screws and 
hinges. Many men must work before the carpenter may have nails and screws. When the window frames 
are in, the glazier conies to put in the glass, upon which many men have been working in the glass houses. 
The plumber has been laying the pipes through which the water is carried, while the walls were being 
built, and now the painter conies and gives all the wood work a coat of paint and polish, which keeps it 
from wearing out as quickly as it would were it not painted. Then when the house is all read}', the joiner 
supplies the furniture. We must go to many stores before we have everything which we need to make our 
houses comfortable. Many people work every day that we may have pleasant and comfortable homes, so 
we are not like the people who did everything for themselves, but everybody helps everybody else, and all 
the people may live better because of it. 

ANTS.— Seventh Week. 

How many have ever seen a tiny brown ant crawling about the ground? Do they live alone? No. 
Many live in nests, and as the}' work very much like the farmer who raises grain for us, we will talk about 
them and their homes to-day. (If possible, let the children observe one through a microscope so as to 
distinguish parts of the bod}'.) 

When little birds are hatched from eggs, they are quite small and must grow larger, bat this is not 
the case with ants. There arc three changes which the eggs must undergo before they become ants, just 
as plants go through many different changes. The eggs are yellowish or white, and after about fifteen 
days they hatch into small white worms, called grub, which have no legs. While they are in this state, 
they are carefully fed by the ants, and carried about from place to place, and it is during this time that 
they do their growing. After six or seven weeks, the little white worms change again, some of them spin- 
ning a little cocoon, or nest, while others remain naked. In this state they are called pupae, and the differ- 
ent parts of the body may be seen, but they do not eat or grow. While they are in this state, the legs, 
head, antennre and wings are all doubled together. The young ants can not get out unless assisted by the 
older ants who straighten their legs and wings for them, after which they are perfect little insects, but 
never grow any larger. Ants have a head upon which are two long antennte, which you would probably 
call horns. They have two large eyes, one on each side of the head, besides three small eyes, six legs, 
three on each side of the body. Some have wings, but they take them off after a certain time. They 
live many together in a nest, having one queen in each nest. They are busy little creatures. Some of 
them are called harvesting or farmer ants, because they collect enough grain and grass seeds to last a long 
time, packing them carefully away in their nests. Then others are called hunter ants and go out in search 
of their food, just as men hunters go in search of animals, to provide for their wants. Queerest of all, are 
the ants who keep cows; not cows such as we keep, but they serve the same purpose for the ants, whom, 
you must know, ai'e very fond of sweet things, honey for instance, and you remember that I told you the 
flowers shut the doors of their honey store-houses so that the ants can not obtain the honey, and thus save 
it for the bees, but the ants have their way of getting honey from a little insect called the aphis, which 
lives on stems and leaves and roots and in the bark of trees, sipping the sweets from the plants. The 
ants secure a number of these insects and take them into their nests, then bring to them leaves and other 
food which they like, and obtain from them the sweet honey-like fluid at any time, by caressing them with 
their long antenna?. So these aphides are really of the same use to the ants that cows are to us, and they 
take quite as much care of them as we do of our cows, sometimes building little sheds of earth over them. 
These we might call farmer ants. Ants also build roads over which to travel, sometimes covering them 
over to resemble a tunnel. They have a way of talking to each other, which we, of course, could not under- 
stand, Ijut we know that they do, because when one ant finds honey, he often brings the others to the same 
place. 

TIME PIECES.— Eighth Week. 

How many things can you think of that tell us the time? Watches, clocks. I will tell you of some 
other things. There is the sun dial, and the hour-slass. How does the clock tell time? The hands ai'e 



FOR KINDERGARTNERS. 175 

moved about by the wheels inside, and the hands upon a watch are moved in the same way. Something 
must be moving always, in order to tell time. (Show wheels in a watch.) A watch may be carried about 
with us so that we may alwa^'s know the time. Now thei-e is another way to tell time. It is by a small 
instrument called an hour-glass. In it is placed a quantity of sand, and if you look closely you will 
see a very small opening through which the sand may run into the other part. It takes just one hour for 
it to run out of one part into the other, and then we turn it with the lower face up, and the sand begins to 
move again and tell another hour; so you see it tells its time story, by hours, while the watch and clock 
tell it by seconds, minutes and hours. 

The sun-dial does not have any wheels or indeed any part of itself which moves. It just keeps still 
and lets something else mark the time upon it; that is the nice way to do sometimes. I do not believe 
you could ever guess what it is that marks the time upon a sun-dial unless some little child has had his ears 
open very wide and can tell from the name. I mean to say the name several times and see if you can tell. 
>S'M?z-dial, s»/t-dial, S!<?i-dial. Yes, I thought you would guess. It is the very same sun who sends the 
little sunbeams to visit the earth. The sun-dial is a round piece of wood with a small piece standing 
straight up in the middle, and figures upon the round piece. The sun shines down and makes the vertical 
piece throw a shadow and the figure on which the shadow falls tells the time of day. This is the first 
way people had the time told to them, so after all what do you think is the greatest clock in the world? 
The sun. Whose clock is it? God's clock. Do you think it ever stops shining. No, it always shines 
somewhere, although sometimes clouds get between us and it, and then we can not see it, but it is there, 
even though we may not see it. Which are the best time pieces that men have made? Clocks and 
watches. I think a clock-maker must think very hard in order to make a clock. There is a little country 
far across the great ocean, where the people make many clocks and watches, and every one likes to get 
them because they are such good ones. The country is named Switzerland, and the people are called 
Swiss. Some other time we will hear more of them, but you nmst always remember that they make good 
watches and clocks. We will look again at our own clock. What do we call these things which point to 
the figures upon the face of the clock? Hands. Yes. We show places with our hands and fingers some- 
times, do we not? Now every time this short hand moves from one black group to the next it means one 
hour. You will find that it moves very slowly indeed, but the long hand moves around very much faster. 
It moves all around the face of the clock while the short hand is moving from one figure to the next. Now 
can you see these short black lines between every group of figures? Count how many between two 
figures. One, two, three, four, five. Well, it takes the long hand just one minute to move from one black 
line to the other, so I shall let you count how many httle minutes pass away while the small hand is marking 
one hour. Count the sixty lines. Show on the watch the second hand, and tell that it marks sixty little 
seconds while the long hand is traveling from one line to the next, so it takes sixty little seconds to make 
a minute, and sixty minutes to make an hour. Then tell how the hands keep moving while the little 
children are asleep, so that in a day and night, they will have marked twenty-four hours. I have the pic- 
ture of the face of a clock and I will let every child sew a few stitches in it, and we will put it in the middle 
of this large round piece of card-board, and after a time we shall have some more pictures around it. 
(Beginning of time chart. See Appendix.) 

FORMS OF WATER.— Ninth Week. 

Name all the kinds of water you can. Rain, dew, hail, snow, ice, vapor, steam, mist, fog, sleet. 
Rain comes to us from the clouds, and this is the form of water which all living things drink. What shape 
are the di'ops as they come down? Round. Where does the water go? Some goes into the ground 
where the roots of the plants drink it eagerly; some of it is drawn up again into the sky by the sunbeams, 
and some of it hurries to the brooks, goes on to the river and then into the great ocean. In the summer 
time, when does the dew come to us? At night, when everything gets cool, after the sunbeams have left 
the earth. The dew-drops are placed upon the leaves and flowers by the night fairies of the air, and in 
the morning every little drop sparkles like a diamond. Then there is the mist which is made up of tiny 
baby rain drops, trying to grow large, but doing the best they can to give the earth a drink of water. 
There is something which we call vapor or steam, and you may see it coming from the mouth of the tea- 
kettle sometimes. It is something like air, and is made of the little particles of water which are trying to 



176 PRACTICAL SUGGESTIONS 

get away from the heat. Cold weather brings us sleet, looking like small raindrops which were so cold, that 
they rolled themselves up into little spheres. The snow coming to us in beautiful crystal stars, which Jack 
Frost makes of the water in the clouds, and the frost is the same thing. Then there is the hail, large 
spheres of frozen water ; and the ice on the ponds and rivers where the little water drops keep pushing 
themselves out into crj'stal stars until they are all woven together and make an ice-coat for the river. 
AYhich forms of water are hard? Sleet, snow, hail and ice. Which forms of water are soft? Rain, dew, 
mist. Which can you hold easily in your hand? Hail, snow and ice. Which belong to cold weather? 
Which to warm weather? 

AUTUMN.— Eleventh Week. 

Do you see as many flowers blooming now as a'ou did in the Summer? No. The roses and daisies 
are all gone and many other flowers. We have some which belong to this time of the year, and the}^ are 
blooming now. (Chrysanthemums.) What does the farmer put away at this time of the year? Apples, 
potatoes, pumpkins, because he knows that Jack Frost will surely be coming. What is happening to the 
leaves? They are falling to the ground. The flowers have all changed into little round seeds or bulbs. 
These are Mother Nature's babies, so as every good mother does, she puts her babies to sleep, in order that 
they may be strong when the time comes for them to work. She gets the wind to blow all the little seeds 
down to the earth, then the raindrops patter upon them, making the earth soft, so that the seed babies 
sink lower and lower into the great brown cradle which their mother has for them. The same kind wind 
coaxes the leaves down from the trees, to make a bright cover for the babies, to keep them warm until 
Jack Frost brings his snow blanket to throw over them. The wind sings sleepy time songs to the seed 
babies, and Mother Nature turns the bright sunlight a little dimmer, just as your mamma turns down the 
lamp light when she puts you to bed. These funny little babies like their brown night-gowns and 
brown cradle, as well as you like your little white night-gown and clean white bed, and I do not think they 
wake up one time during the long winter night, although the north wind sometimes makes a great noise 
above them. If one little seed baby stays awake too long. Jack Frost gives him a little pinch, and he 
quickly goes off to bed: These babies do not eat anything in the Winter, and Mother Nature gathers all 
the food which she has been giving the trees and flowers, into her great pantry to save for the Spring 
time, so all the sap in the trees runs down into the roots and stays all Winter long. 

Mother Nature also has some other babies to take care of. The fishes goto sleep in the bottom of the 
streams, and snakes go into the earth like the seeds, while some insects roll up into little balls and creep 
into cracks in the bark of trees and all sorts of queer places, but every one is taken care of and is put in 
just the right place. 

TIME AND ITS DIVISIONS.— Eleventh Week. 

Let us look at the picture of our clock face, telling what the figures mean. When the short hand 
travels from one group to the next, how much time does it take? One hour. Now, when the long band 
travels from one black line to the next, how much time? One minute, and the tiny hand on the face of 
the watch takes one second to travel from one mark to the next. When we have many seconds we have 
a minute, then many minutes make an hour, and many hours make a day. Now, every day does not bring 
the same work nor does every day have the same name. What is the name of to-day? Monday. What 
was yesterday ? Sunday. Tell me all the names of days which you know. Now, let us begin with Sun- 
day and name them just as they come. Sunda}', Monday, Tuesday, Wednesday, Thursday, Friday, Satur- 
day. I will put a mark on the board as you name them. Now we will count the marks so as to see how 
many days we named. Seven. When we have seven days what is it called? One week. Then how 
many days does it take to nuike a week? Seven. Now, we shall have around our clock picture seven 
pictures which will tell us the seven days of the week, by telling us what we ought to do each day. What 
do we do on Sunday? Go to church, so here is the picture, I will pin it up first. What is done in our 
homes on Monday? Washing. Here is the picture, so it will be pinned next to Sunday. What is done 
on Tuesday? The clothes ai-e ironed, so here is the picture for Tuesday. Continue through the days of 
the week. Wednesday, mending; Thursdav, baking; Friday, sweeping; Saturday, marketing. Now, I 
shall point to each picture, and 3'ou may tell me the name of the day which it pictures. Now we shall take 
down the pictures and sew them, after which we will paste them upon the chart, and they will always tell 



FOR KINDERGARTNERS. m 

us the number of days in the week. When you go home you may all ask your mothers how many weeks 
it takes to make one montli . 

Review this talk frequently, but leave the talk on months until the tirstof Januai-y, as the first month 
of the 3'ear. 

THE FIRST THANKSGIVING.— Twelfth Week. 

A great many years ago, this country in which we live, was the home of Indians. There were no 
white people here at tirst, and the people across the ocean iu the other countries did not even know that 
there was such a country. A brave num, named Christopher Columbus, who thought a gi'eat deal, told his 
king one day that he would like to have some ships to make a voyage across the mighty ocean and see 
what he could find. The people all made fun of him and said that he would be eaten up by great sea 
monsters, for they were foolish enough to believe in them. Columbus kept telling them that he believed he 
would find a new country, and furthermore he told them that the earth upon which we live was a round ball 
just like the little ball with which we play. No one would believe him, however, although all he said was 
quite true, and he was forced to wait a long time before the good Queen Isabella persuaded King Ferdinand 
to let him have the ships. Columbus sailed immediately, and sure enough he found "Our Couutrj'." It 
was after this time that white people began coming here to live, among others, some people called the 
Pilgrims, of whom I shall now tell you. These people had lived in a country across the ocean, where the 
King insisted that everybody should do just as he said. He wished them all to go to the same cliurch, 
which caused trouble, and there was so much quarreling about it that some of the people left the country, 
which is the best way to do when people can not get along peaceably, and went to a place called Holland. 
They soon found their children were learning the way of the little Holland children, and it was not a good 
way, so they said, "Let us go to the new country which Columbus found far across the ocean." 

They obtained a ship, called the Mayflower, and started, reaching our country in the Autumn after a 
long, hard voyage. They landed upon a rock, and many people go to see it to this day, for the Pilgrims 
did so much for our country, that all are glad to remember them. They built a small log church among 
the very first buildings, where they all went to thank God and sing praises to Him. The Winter was very 
cold, many of the Pilgrims were sick, and there was very little to eat, but they never forgot God, nor did 
they forget to thank Him for every bit of food they received. ' 

The Indians were good to them and gave them some of their food. These people, when their harvest 
was gathered in the Autumn, always set apart a day upon which to thank God for the sunshine, rain and 
dew, which had made the corn grow, so that they were the first to have a Thanksgiving day. The people 
of our country have had one every year since that time. We have many more things to thank God for, 
than the Pilgrims had, for we have learned how to make things which help us in our work, since that time, 
but the Pilgrims began the Thanksgiving day when they had only a few things for which to be grateful, 
so we should always remember them. 

THE PILGRIMS.— Twelfth Week. 

Would you like to know how the Pilgrims and their children lived in this country many years ago ? 
The ho'uses were all made of logs, the cracks were filled up with clay, and the roof covered with long 
grass. The windows were very small and the frames were fastened with hinges so that they might be 
swung open like little doors, instead of moving up and down as our windows do. The doors were made 
of heavy oak wood, and hung with large wooden hinges. At night the doors were fastened with heavy 
wooden cross-bars. In the center of one side was the fire-place with a wide, open chimney so large that 
the little children could look up and see the stars shining in the sky above. Great logs were rolled in and 
burned upon these fire-places, as they had no coal. One log, called the back-log, was placed at the back, 
then another, called the front-log was placed upon two iron pieces in front, called the andirons. Between 
these, were piled quantities of smaller wood, altogether making a bright, cheerful fire which threw its light 
and warmth all about the kitchen, and the little children watched the bright flames dance and play, and 
heard the wood crackle merrily, while they listened to tales of the country from which they came, told by 
their grandfathers. From the rafters above, hung strings of dried apples, herbs and seed-corn; a tall 
wooden clock, a few chairs, a table and a spinning wheel completed the furniture. In the better houses^ 



178 PRACTICAL SUGGESTIONS 

there was a best room also, but it was kept carefully closed, aud only used upon grand occasions. The 
andirons upon the fire-place wore of brass, aud were kept shining like gold. On the mantle shelf above 
were the brass candle sticks, while instead of a carpet such as we have, the floor was spread with sand, 
and marked off into pretty figures. There were a few pictures upon tlie walls and a few books. They had 
no lamps, but used tallow candles and the pine knot. That is a stick of hard pine wood which they lighted 
from the fire and placed upon the hearth. They were very careful with their fires, covering them with 
ashes at night, for they had no matches. If the fire did go out, they relighted it by striking a piece of steel 
against a piece of flint, which made sparks of fire fly, just as you have seen them fly when a horse's hoof 
strikes a street car track, or other hard substance. Their food was cooked over the same fire, as they had 
no stoves. A piece of iron was fastened into the side of the fire-place, u])ou the end of which was a hook. 
This was so arranged that it could be moved back aud forth, and from tlio hook was suspended another, 
upon which an iron pot was swung over the fire. Their bread was baked upon flat stones heated in the tire. 
Their dishes consisted chiefly of wooden platters. They had gardens filled with hollyhocks, sunflowers, 
lilacs, pinks, sweet-williams, peonies. They did not have wagons, but rode on horseback, or Avalked if 
they had no horse. They were happy and good, and taught their little children to be good. 

CHRISTMAS.— Fourteenth Week. 

How often does Christmas come? Once every A-ear. At what time of the year? In the Winter. 
What does every one do at the Christmas season? Give presents. What is found in many houses? 
Christmas trees. Tlie bells ring aud the air is filled with the odor of cedar and pine, and every one has a 
piece of holly or mistletoe. I wonder what put every one in such a spirit of giving? And then, j-ou 
know, how all the little children hang up their stockings, and wait for kindly Kris Kingle to fill them with 
candies and toys. I mean to tell you a secret which some have never thought of, I know, and that is, that 
any one who wishes may be a Kris Kingle just by working hard for somebodj^ and then giving away what 
he makes, so all the little children in this Kindergarten are to be Kris Kingles from this day until Christmas, 
and each one must lock his secret into his own heart and work, work, work, until that happy day comes, 
when we shall invite all our mammas and papas here, and give them the pretty presents which we shall 
make for thenj>. This is just what makes Kris Kingle the happiest man, because he does, and he gives just 
all that he can. 

You remember that I told you the first Thanksgiving was held by the Pilgrims who came to this 
countrv, but the first Christmas day came many, many years before that time, and it was the day when 
God gave a wonderful present to the people of this world. A present that had been promised many long 
years before, and the people had waited long for it. God had promised them a king who should lead 
them to heaven, for many of the people had lost the way. They expected a great king like the kings of 
the earth, but God did not give them such a king, but instead he sent them a bab^'-kiug, the Christ-child, 
who came to earth just as the other little babies came. He grew to be a most wonderful king, and taught 
the people all about heaven and did man}' good things for them, and all who wish to go to heaven now, 
must go just the way that Christ taught. I shall tell you some other time who found the little Child- 
King first, but the morning upon which He came to earth was the first Christmas Aw.y. The whole world 
was glad because of God's great gift to the world, for Christ was the only Son of God, so that He was 
the very best which God could give. That is why we keep Christmas day, and I have heard that the 
people who give away the best thing they have on that day, are the happiest people in all the world. The 
Avord Kris Kingle means, Christ-child, and is the name given to any one who gives away to make others 
happy. 

Are you all glad that we shall work for our papas and mammas and make them happy upon the glad 
Christmas day? We can give away work which we do, songs which we know, smiles, and our mammas 
will be happy because these shall say to them how much their little children love them. 

LOCATION.— Fourteenth Week. 

We have been singing " Good Morning" to the sunshine since we came to the Kindergarten, aud you 
may all show me the window to which we turn every morning. Why do we always turn to that window? 



FOR KINDERGARTNERS. 179 

Because the sunbeams always come into our Kiudergurteu, in the morning, through it. In the evening 
through M'hich window do they come? Give names East and West. The place where we first see the sun 
in the morning is called East. The place where we last see it in the evening is called West. What are 
they to each other? Opposite. We will all stand and face the East. Let us say "Good morning, 
Sunbeams." Now face West, and say "Goodnight, Sunbeams." You may all go to the east wall of the 
room and stand with your backs against it. Which way are 3'ou facing? West. Now you may goto 
the west wall and stand in the same manner. Which way are you facing? East. Can you see everything 
upon the east wall? Name everything 3'ou see upon it. Now, we will say "All the things which we have 
named are upon the east wall." Go to the east wall, and stand facing the west wall. Name all things, 
and say "All the things we have named are upon the west wall." Now you may sit down and I shall 
name an object, and ask some child to tell me, to which wall it is nearest. (Name object, not upon the wall, 
but upon the floor in close proximity to either wall.) Send five children with a teacher into the yard to 
see what is upon the outside of the east wall, also five to find out what is upon the outside of the west wall. 
What is the nearest thing to the west wall outside, and what is the nearest thing to the east wall outside? 
When we go to our homes, the little children walking east come to which street first? Name as many 
streets east of the Kindergarten as the children can. Repeat with the west. Tell names of men who keep 
grocery stores, meat shops and shoe stores. Name other merchants east of Kindergarten and west of 
Kindergarten. Tell that Christ was born in the faraway Eastern country. 

(Foundation for geography in the future. Establishing of the Kindergai-ten as an organic part of a 
community.) 

ROOM DECORATIONS.— Fifteenth Week. 

When we came to our Kindergarten what did we find in this room? Walls, floor, ceiling, doors, 
windows, desks, chairs, tables, piano. Now, let us see what we have put into it since we came. Red, 
orange, yellow, green, blue and violet charts. Charts of perching birds, scratching birds, swimmers and 
waders. Thanksgiving chart. Family chart. Time chart begun. A picture for every story we have 
heard. A piece of every kind of work which has been placed in our books. Carpenter chart. Baker 
chart. Sphere collection or chart. Cube collection or chart. Cylinder collection or chart. Classify, 
telling why certain charts are put together; for instance. Form charts, Color charts, Bird charts, Trades 
charts, Story charts. 

LOCATION.— Fifteenth Week. ' 

You remember that we talked about the east and west walls of our room one day. Would you like 
to talk about the other walls to-day? How many others are there? Two. (If your room happens to be 
an octagon, so much the better, for you will have an opportunity to combine the four points of the 
compass.) You m*ay all stand, and extend your right hand to the East and your left hand to the West. 
Walk to the wall which you are facing and place j'our hand upon it. This we call the north wall because 
it is facing the north from which Jack Frost comes and brings us cold weather. When the little birds feel 
Jack Frost coming, do they fly in the direction from which he comes? No, the}' flj' in an opposite direction 
so as to get away from him. You may all spread your wings and play that 3'ou are little blue birds, and I 
shall get behind 3'ou and play that I am Jack Frost. When I begin to creep, you must fly in the opposite 
direction until j'ou reach a wall. I can not come to that part if I am Jack Frost, because that is the warm 
part of our world, and we call it the South, so which wall are you touching now? The south wall. If we 
should start North and travel a long time what kind of a country should we reach? Cold country. If we 
traveled South? Warm country. Face the north wall, find all things upon it, name objects near it, letting 
children formulate " The chair is near the north wall," etc. Repeat with south wall. Then find things 
upon the outside of each wall, things near each wall, name streets north and streets south. Name 
merchants north and merchants south, also any building of special importance. 

Tell some people who live in the f ar-a-way North ? Esquinuuix. What shapes are their houses ? Round 
like a bee-hive, and they crawl into them through a small door near the ground. What animals live in the 
North? Polar bear, seal, reindeer, whale. No trees grow there, only mosses. 

Tell some people who live in the extreme South. Negroes, Indians, some white people. The animals 
are very large and numerous. Tiger, jaguar, llama, and the huge alligator have their homes in the South. 
Large trees, many vines, grasses and flowers grow in the South. 



180 • PRACTICAL SUGGESTIONS 

GIFTS RECEIVED.— Seventeenth Week. 

Each child may tell what he received for Christmas. Classify into useful and ornamental. 

Most of the little girls received dolls. Many of our dolls are made across the Ocean in Germany, . 
where Froebel lived, as well as building blocks, tool boxes and other toys. Talk about the material of 
which the toys are made. 

The gifts are best which have some of ourselves in them, and which we may use to help us, and make 
other people happy. Review the talk about Christ, the Divine Gift. 

Do you know that God has placed the things which man needs for his food, clothing and shelter, in 
different parts of the woi'ld so that people must keep giving to each other all the time ? 

To-day we will talk about the people who live in different parts of the world, and the things which we 
get from their countries. 

Who are our neighbors in the North? The Esquimaux, who build houses of snow. Let us point to 
the direction in which they live. Can you think of anything which we have that we obtain from their cold 
country? Furs, sealskin caps, cloaks, muffs, ear muifs and gloves and many things to keep us warm. 
It seems right that material for warm clothing should come from a cold country where they need it so 
much, does it not? 

Our neighbors in the South will give us something different, because their country is always warm. 
Beautiful flowers, the wood from large trees, cotton, rice, sugar, sweet potatoes, oranges. Sap from a 
certain tree, which can be made into rubber for cloaks, boots, overshoes, etc. The bark of a tree from 
which we make quinine. 

There are many large animals in the South, and the hides are sent to other people to lie made into 
leather. 

What do the people who live in the East give to us? Camel's hair for cloth and brushes, rugs and 
carpets, silks, fans, rice, coffee, spices. In our own country the people in the east have many mills with 
large machines for weaving cloth, making tools, paper, buttons, shoes, clocks and combs, which they send 
to other people. 

Our neighbors on the West send us wheat, corn, oats, barley, many vegetables and fruits, gold, silver, 
copper, coal and other articles which they obtain from the mines. There are many high mountains in the 
West. The people raise large numbers of cattle and sheep, which they send to other parts of the world. 

WINTER.— Eighteenth Week. 

What season do we call this? Winter. What was the season just before winter called? Autumn. 
You remember how Mother Nature put her babies all to sleep in the Autumn and covered them with leaves 
from the trees, keeping every one away from the cold touch of Jack Frost. She has other children who 
do not go to sleep in the winter, so she provides warmer coats for them to wear. The fur or hair or wool, on 
all animals, grows very much heavier in the winter time. Our horses have heavier coats, our dogs have 
heavier coats, our cows, sheep, etc. The birds which remain with us during the winter, have manj^ more 
feathers than they have in the summer season. Name some. Sparrows, snow birds, chickens, turkeys, geese. 
Everything is provided for, as Mother Nature knows that the winter always comes. Let us name the seasons 
as they change, one into the other. Spring, Summer, Autumn, Winter. What does winter bring? Cold 
weather, snow, ice, fierce winds, and rest and strength to many living things which have worked hard dur- 
ing the suuuuer. 

The sap which keeps all trees and plants alive in the summer, runs down into the roots and remains 
there all winter. The roots keep the plants alive, and the snow which Jack Frost brings with him, is like 
a nice warm blanket for the plants, keejjing them from freezing. Winter is the night time for the plants, 
and they only sleep and rest once a year while we sleep and rest every night. Some animals sleep all 
winter just as the plants do. The bear finds some snug cozy place in which he goes to sleep, waking in 
the spring time to find himself very much thinner in body than he Avas when he went to sleep, because his 
body had been living upon the fat which was stored away during the summer. 



FOR KINDERGARTNERS. 181 

CLOTHING.— Nineteenth Week. 

Last week we talked about the care which Mother Nature took of her children. She always takes care 
of those who cauuot take care of themselves, but all her childreu who cau keep themselves, must do so. 
She has one big family of children, called the human family, we called them people families, when we put 
them upon the chart, who must take care of themselves in winter. They all know that winter comes after 
autumn and bi'ings cold weather, snow and ice, while nothing grows which man can use for food, so man 
thinks about winter, while it is summer and autumn, and he gathers in the grams, putting them in barns 
and storehouses, also potatoes, apples and other kinds of food which he needs. Then when cold weather 
comes, he thinks about his body and he puts on heavier clothing, just as the animals do, but he must pre- 
pare his own clothing. Let us see where he obtains the material for it. "What kind will he wear most, in 
winter? Woolen clothing. "Why? Because it keeps him warmer than any other. What kind does he wear 
in summer? Cotton. Which animal will he go to for his wool ? The sheep. Is it right to take the sheep's 
wool in the winter? No, for the animal would freeze. iSIen shear the wool from the sheep in the spring 
time, so that it will have time to grow heavy before cold weather. It is made into woolen cloths of all 
kinds. Let me see how many children I can find who have a woolen garment to-day. Man puts on very 
heavy shoes, and wears warm over-shoes. For their heads, they use fur caps, ear muffs, etc. The ladies 
wear veils over their faces. People shut up their houses and make good fires, to frighten Jack Frost awa}^ 
and when they go out they walk very fast, so that the blood in their veins and arteries will move rapidly, 
and keejj them warm. 

Where do men obtain fuel for fire? Wood from trees, and coal from the mines. In some places they 
dry a kind of moss, which grows very close together, for fuel. It is called peat. Mother Nature gives us 
the things we need, but we must work to make them fit for use. (Show how man adapts his clothing to 
various parts of his body, so that his activity may not be interfered with.) Man not only provides for 
himself, but for the animals which he keeps to help him in his work. Barns, for cows and horses, chicken 
houses, for chickens, ducks, geese, etc., dog-houses for dogs. 

LEATHER.— Nineteenth Week. 

We found that people used heavier shoes in winter than in summer. Where do we obtain the materi- 
al to make shoes? They are made of leather. What is leather made from? The skins of animals. 
What animals give us their skins for our shoes and gloves? The sheep, goat, cow, kangaroo, dog, rat; 
indeed, the skin of almost any animal may be made into leather. The hair, wool, or fur is taken from the 
skin, after which it is placed in a mixture, made of the barks of trees, which draws it together, making it 
tough and brown. This is tanning the hides, and it has about the same effect upon the animal skins as the 
sun and wind have upon your skins when you play out of doors, and mamma tells you that you are tanned. 

The skin of kids makes the best gloves, and they are called kid-gloves. Then there are gloves made 
of sheep-skin and dog-skin. Goat-skin makes good shoes as does also kangaroo skins. Little children's 
shoes are usually made of the skins of kids, because they are light and soft, while men who work out of 
doors and must walk a great deal, have boots made of heavy cow-hide. 

RUBBER.— Nineteenth Week. 

How many of these little children have a rubber coat, and rubber over-shoes to protect them in rainy 
weather? What is rubber? Away in the country called South America, grow some trees vvhich have 
beautiful dark green glossy leaves and very high trunks, before the branches can be reached. They con- 
tain a milky juice or sap which is secured by boring holes in the trunks, out of which the liquid flows, be- 
coming thick and hard in a veiy short time. This is cut into some small pieces and washed, by powerful 
machinery under water, which cleanses it of all impurities. It is then placed upon iron trays and dried in 
a room heated by steam, after which it is kneaded (as Mamma kneads bread) under heavy rollers which 
cause all the small particles to cling together, so that it may be cut into sheets of rubber. After this it is 
mixed with other substances and applied to cloth by pressing it upon the surface with hot iron rollers, or it 
is made into combs, knife handles, buttons, rubbers, overshoes, boots, erasers, rubber bands, etc. 

If you find anything M'hich you think is made of rubber, bring it to me. 



182 PRACTICAL SUGGESTIONS 

CHANGE.— Twentieth Week. 

How many Seasons have we found belonging to the year? Four. How does Spring become Summer? 
It changes into Summer. Tell me what each season changes into? Spring changes into Summer. 
Summer changes into Autumn. Autumn changes into Winter. Winter changes into Spring, etc. As the 
seasons change, what changes with them? The weather. Warm weather changes into hot weather, hot 
weather changes into cool weather. Cool weather changes into cold weather. Cold weather chanffes into 

o o o 

warm weather. I shall name the Seasons, and you may tell me the weather which belongs to each one. 
Spring. (Warm weather.) Summer. (Hot weather.) Autumn. (Cool weather.) Winter. (Cold 
weather.) 

Now, we will find what things change in each season, and how. In Spring, ice and snow change into 
water; seeds and bulbs change to plants. Trees change brown dresses for green ones. Mother Nature 
changes white dress for green one. Eggs change to birds. Sleeping things, change to waking. In 
Summer, buds change into flowers, blossoms into fruits. Mother Nature changes green dress for gay 
flowered one. Many fruits and vegetables change from green to ripe. In Autunm, unripe fruit changes 
into ripe fruit. Flowers change into seeds. Mother Nature changes dress for one of red, brown and 
gold. In Winter, water changes into snow and ice, trees change green dress for brown and white. 
Mother Nature changes her dress for a white one. Waking things change to sleeping. 

What else changes in each season? The winds. North wind, east M'iud, south wind, west wind. 
The north wind changes into the east wind. The east wind changes into the south wind. The south 
wind into the west wind. The west wind into the north wind. I will name the Seasons and you may say 
which wind you think belongs to it. Spring. (East wind, brings rain.) Summer. (South wind.) 
Autumn. (West wind.) Winter. (North wind, brings snow.) 

Let us see how many months it takes for one season to change into another. Count the number of 
months on chart. Twelve. How many seasons? Four. How many months can each season have? Let 
children discover, by drawing twelve lines on the board, and separating them into four groups, finding 
three in each group. So every season shall have three months in which all things may change. December, 
although the last month of the year, is the first month of the Winter season, so we will begin with it and 
find which three months belong to Winter. December, January, February. Now, the next three will 
belong to Spring. March, April, May. And the next to Summer. June, July, August. The next to 
Autumn. September, October, November. Do people change any with the season ? Yes. In the Spring 
they are busy and active. In the Summer they like to rest and be quiet. In the Autumn they are again 
busy and active, and in the Winter they are very active, moving about rapidly. 

MOTION.— Twenty-second Week. 

Tell me everj'thing you can think of, which moves : 

FIRST SET. SECOND SET. THIRD SET. 

(Inanimate things.) (Plant motion.) (Animal motion.) 

Windows. Leaves. Dogs. 

Doors. Roots. Snakes. 

Piano. ' Seeds. Worms. 

Dust. Fruits. Ants. 

Clouds. Grains. Frogs. 

Wagons. Vines. Fishes. 

Elevators. Birds. 

Well-bucket. Butterflies. 

Bees. 

Find out how each class moves, beginning with the inanimate class, bringing out at the same time that 
heavy bodies move slowly and lighter bodies more rapidly. Pick out all the things we named, which onl}' 
move when something else pushes or people put their hands upon them. In this manner you may impress 
the difference between the inorganic and the organic kingdoms. 

Select all the things which move themselves, but can not go away from one place to another. This 



FOR KINDERGARTNERS. 183 

will bring out the diffeieuce between plant life and animal life. Roots move downwaixl to seek food and 
strength. Leaves, stems and flowers move up to seek light, air and beauty. The only manner in which 
plants may change their places is when the flower, fruit or seed is ripened, the completed result may fall 
to the ground in obedience to the law of gravitation, and the seed may be blown afar by the wind. 

Select those which may move themselves and keep from moving if they so wish. Show how this 
class has the power to move things in the other two classes as well as themselves. Begin with those 
possessing power of locomotion in a less degree, and move to those possessing it in a greater degree, 
placing man highest. You will now have brought your talk to a point of foreshadowing the thought for 
next week; (Washington week,) i. e., "The thought of man moves other men to action." 

MOTIVE POWER OF THOUGHT.— Twenty-second Week. 

To-day we will pick out everything which is moved by wheels. Piano, elevator, street-car, clock, 
bicycle, cart, wheel-barrow, bab3'-carriage. 

When children have named all the things which they know, move from general thought to particular, 
as follows : Name all the things moved by four wheels, then by three, then two, and lastly, one. Now 
hold up a wheel. Why does this wheel move so easily? Look at the outside. Develop, that it is smooth, 
curved and has no corners to stick into the ground when it rolls. Why does the outside not bend when it 
is rolling? Because these strong, straight spokes hold it out. What keeps the spokes in place? The hub 
in the center. What holds all together and makes them one thing? The iron tire which is made red-hot 
and placed about the wooden ring, then plunged into cold water, causing it to become smaller and press 
the parts together closely. Now, an axle must be placed through the hub, and our wheel may be turned 
round and round easily. Were wheels always just as nice as this one? No. There was a time when there 
were no wheels, and men had to push things with their hands, no matter how heavy they were. You may 
be sure they did not take heavy things very far from the places where they found them. One day a man 
saw a part of a tree roll down a hill, and keep on rolling very fast even when it reached the level ground; 
and do you know, little folks, it rolled so fast, and the man watched it so closely, that the wheels in his 
thinking-cap which God had given him, began to go around very fast too, and he said: "I mean to use a 
part of a tree to help me move heavy things." He cut away the leaves and roots and left only the trunk, 
which is like our cylinder, and he found that he could roll two trunks of trees under heavy bodies. 
Wheels do not like to stop when they begin to move, so these wheels in the man's thinking-cap kept on 
moving, and the next thing he said was: "I do not need so much of the trunk; I will just cut two pieces 
fi'om it and put a stick through holes in the middle." This plan was very much better. Other men began 
to think too, and they kept taking away from the niiddle of the wheels, until now they know how to make 
wheels out of pieces of trees, and make them last, by putthig iron bauds about them. In our modeling, 
to-day, we are going away back to the time when people had no wheels, and make all the kinds imtil we 
get to this last one. 

Impress in this talk, the influence of one man's thought upon another, and so lead the children to feel 
the moving power of thought. 

GEORGE WASHINGTON.— Twenty-third Week. 

What is a soldier? Let children give their own conception. Then draw out the following facts : He is 
straight and strong, and alwaj's at his post. He is brave, cheerful and kind. He may not always stay at 
home, but must go where he is needed. He must be able to march long distances, endure cold or heat, 
and hunger and weariness. He must always do just what he is told to do without asking any questions. 
Soldiers who are best are those who were brave when they were boys. Our song of the knights tells us 
about tive brave soldiers who rode on large horses and were so powerful that tiiey could hold the horses 
with only one hand. They went to see a good little chikl of whom they had heard, and I am sure they 
thought he would make a good soldier when he grew to be a man. Now, I think these same knights must 
have gone to see George Washington when he was a boy, and he remembered their visit ; and when he 
grew to be a man he became a soldier like the knights, because his country needed him. He was always 
thinking of just one thing, and that was how to help his country in the way which God wanted him to help 
it, so that all the people were glad to follow him and do as he told them, for they were sure that whatever 



184 PRACTICAL SUGGESTIONS 

he bade them do was for the good of the country. Many times General Washington's soldiers were cold, 
hungry and tired and had no shoes to wear, although the weather was very cold, but they were brave like 
their leader, and it was the bravery of the American soldiers which saved our country. One M'inter they 
spent at a place called Valley Forge, which the people always remembered for the soldiers suffered greatly 
because they had so little clothing to keep them warm. Many of them tied cloths about their feet because 
their shoes were worn out, and they could get no others. They lived in rude huts, sleeping upon the bare 
earth without even a bed of straw, j'ct amid all their sufferings the}' loved their country and would not 
give up their flag. George Washington was with them and helped them to be brave, for they all loved 
him and knew that he would try to lead them right. One day a soldier was passing along a small creek of 
water, and hearing the sound of a voice, he stopped to listen, and found that General Washington was 
kneeling upon the ground, while the tears wei'e running down his cheeks, and praying earnestly to the Father 
in Heaven to help him and his soldiers Min their countr3^ I think God did help General Washington, 
because he was a good man and tried to do right. 

FLAGS.— Twenty-third Week. 

Have a picture of the flags of different nations. Draw and cut a piece of cardboard the shape of the 
country and paste the flag in the middle. The child will be impressed with the outline by daily seeing it, 
and in the future the impression will enable him to readily recognize countries upon maps. Take one flag 
each day, telling of the country and its characteristics. The flag of Spain is already familiar to the 
children. Who came from Spain to our country ? Columbus. What was the name of the ship in which he 
crossed the ocean? Santa Maria. What was the name of the ocean? Atlantic. Which direction did he 
sail? West. What color was the flag which he carried? Red and Orange. Here is the flag of Spain, 
and the picture of Columbus. Here is a piece of cardboard just the shape of Columbus' country. We 
will paste the flag and picture upon the cardboard. When our ships sail to Spain in which direction do 
they sail? East. On what ocean? Atlantic. What colors in the flag they carry? Red, white and blue. 
What things do they take to Spain ? What things do they bring back to us ? Wool, oranges, silks, olives, 
raisins, grapes. 

Here is a piece of cardboard shaped like Egypt, the country where Moses was born. Their flag is red 
with a white crescent in the middle. Let us paste the flag and a picture of Moses in the basket upon this 
piece of cardboard. Our ships must sail east on the Atlantic ocean to reach Egypt, and they bring back 
dates, coffee, ivory, palm oil. The camel, elephant, ostrich and crocodile live in Egypt. 

For Germany. Paste a flag, red, white and black, and a pictui-e of Froebel upon the card. Our ships 
sail east on the Atlantic ocean, and bring back 3'arn. 

Switzerland. Paste flag, red with white cross, a picture of William Tell with bow and arrow, also a 
picture of the Alpine flower, Eidehvciss. Our ships sail east on the Atlantic ocean, bringing back watches, 
clocks and jewelry. The chamois lives among the mountains of Switzerland. 

Turkey. Paste red flag M'ith white star in corner, and the picture of "The Adoration of the Shep- 
herds," upon the card. Our ships sail east on the Atlantic ocean, bringing back figs, dates, rugs, 
carpets, spices. 

Japan. Paste flag, white with red circle in center, and a picture of a Japanese junk. Our ships sail 
east on the Atlantic ocean, bringing back rice, tea, camphor. 

Holland. Paste flag, red, white and blue with two lions in middle, and picture of Pilgrims in the 
Mayflower. Our ships sail east on the Atlantic ocean, bringing back laces and flax. 

Play ship as follows : To what country would you like to go? To Spain. Carry an American flag 
and start from the west side of circle and move toward the east where one child is holding a snuill Spanish 
flag. When the ship returns, ask : What did you bring us from Spain? Let some child hold the flag of 
the countr}' chosen each time, and sail in the general direction in which it lies from our country. 

PAPER.— Twenty-fourth Week. 

All scraps of rags and paper are sorted, each kiud being placed together. They are then placed into 
dusting machines which toss and turn all the pieces very rapidly, taking out all the dust, then they are 



FOR KINDERGARTNERS. 185 

given a shower bath iu a great tub, where they are stirred around and around, and a liquid containing 
bleaoliing powder is poured over them, making them brown and wet. After a bath in clear water, all the 
ink and yellow fluid is washed out, and it looks like lumps of soft dough, and is called paper pulp. This 
pulp is taken to a room where great machines stand, having rollers shaped like our cjdinders. The pulp is 
placed upon a wire cloth and is shaken back and forth, which takes all the water out of it and mixes it 
thoroughly, then it is placed between two heavy iron rollers, covered with felt, which does not tear the paper 
23ulp and it is rolled and rolled, which presses it flat. Then it is passed into another machine, the rollers of 
which are filled with hot water, then to another filled with cold water, and after passing through many 
rolling machines, the paper is placed in a bath of glue, which makes it stiff and gives it a glossy appear- 
ance. Then it is cut into long rolls of paper, then into sheets which are sold for people to write upon. 

MODES OF COMMUNICATION.— Twenty-sixth Week. 

How many of these little children have a grandmother, or an uncle living far away from this city? 
Ask those who have, to tell where they live. Do 30U ever go to visit them? How do you get there? We 
shall talk about the ways which men have of going from one place to another. They may walk to some 
places, ride horse-back as the knights did, or upon camels as the wise men did, ride in a street-car or on a 
railroad car, or on a boat or ship. How can we send a message to people who live far away? AVe may 
write a letter, send a telephone message, or one by telegraph. 

A long time ago, people did not have railroads, and the telegraph as we have now. They were often 
many weeks in making a journey, for they had to travel in wagons drawn by oxen or horses, stopping of ten 
to feed them and let them rest. People did not visit so often then as they do now, nor did the3' know what 
people were doing in the other parts of the world. How did the Pilgrims come from Holland to this 
countr}'? In a ship. How did Columbus come from Spain to this country? In a ship. When we get 
upon a train, how is it taken from one place to another? Drawn by a steam engine. Tell me some other 
things which are moved or worked by steam engines. The large steam engines at the water woi-ks, force 
the water into pipes which convey it into our houses. Steam threshing machines are worked by the power 
of steam engines. Ships and steam boats are propelled by the power of steam engines. Who first made 
the best steam engine? Many men tried to make engines, each one trying to make a better one than 
those which he saw, but the best one was made by a man named James Watt, who lived iu Scotland. 
(Show his picture, also attract attention to the picture of the flag upon the cardboard, outlined like Scot- 
land.) When he was a little boy, he sat one day before the stove, upon which a kettle of water was boil- 
ing, and he noticed that when the water became very hot, and the steam came out from the spout of the 
kettle, the lid began to move up and down. This made him think very hard, and he began to wonder if 
the little particles of vapor which pushed so hard against the lid of the kettle, could not be made to lift 
heavy things for men. He tried to make all sorts of machines, and when he grew to be a man, he thought 
so much about the steam which pushed so hard, that at last he was able to make a steam engine, having a 
place in which to hold the steam, and make it push in the very direction M-here it could do the most good. 
His engine helped many people in their work and was used in many places, but he did not think of placing 
it upon wheels, causing it to do the work of horses. After a long time, however, another little boy began 
to think about engines, and when he grew to be a man, he tried to find out a way in which the engine made 
by James Watt, could be placed upon wheels, and made to pull other things just as horses did. This 
man's name was George Stephenson, and he lived in England, which is near Scotland where James Watt 
lived. (Show his picture.) After much thinking and working he made the locomotive, and all that have 
been luade since are made in nearly the same way. People then could ride from place to place iu much 
less time than they could in wagons, so George Stephenson helped people with the work of his hands, and 
the thinking which he did. We use locomotives to take trains, in M'liich people travel all over the 
country, but they can not run across bodies of water unless bridges are built over them. Can you tell me 
any body of water too large to have a bridge built over it? Ocean. What ocean did Columbus sail 
across? Atlantic ocean. In what do we travel across the ocean? Ships moved by steam engines. The 
ships which Columbus and the Pilgrims used, did not have steam engines upon tliem, but were provided 
with sails, against which the wind blew and so moved the ships. There was another way which was used 
by some people. A great many men sat in rows upon each side of the boat and used oars, just as you 



186 PRACTICAL SUGGESTIONS 

have seen a niaa row a small skiff with two oars. Large ships are called steam-ships because they are 
moved by the power of steam eugiues. The first steam-boat was made by a man named Robert Fulton, 
and because of his invention, we are able to go quickly across the large oceans and take things to other 
countries, bringing back articles which we need. 

EASTER.— Twenty-eighth Week. 

What day are all the little children talking about now? Easter Sunday. Do you ever remember a time 
when there was no Easter Sunday? No. None of us can remember when we did not hear of Easter, but 
there was a time, many, many years ago when people did not know of Easter, for like Thanksgiving Day and 
Christmas Day, there was a First Easter Day, and I will tell you about it. When Christ, who came to the 
earth as a little babe, grew to be a man. He began to do the work which His Father had sent Him to do. 
He began to teach people the way to Heaven, and to help them in their troubles, so that many people began 
to love Him, and Christ said that every one who loved Him and believed that He was God's Son would 
find the way to Heaven. There were some people who would not believe Christ's words and they hated 
Him because other people were loving Him, so they said in their hearts, "We will kill Him, so that the 
people can not love him any longer," and they put Christ to death by nailing Him to a cross, which was 
their way of putting very wicked people to death. One of the men who loved Christ, took him from the 
cross and buried Him in his tomb, which was made by digging a great opening in a rock. After the body 
was placed into this place, a great stone was rolled against the opening and soldiers placed to watch it. 
This was on Friday, and upon Sunday morning some women went to the tomb, and behold ! the stone was 
rolled away and an angel sat upon it, who told the women that Christ was no longer dead, but had risen 
from the grave, and that they should see Him again before He went to Heaven. So this Sunday morning 
was the first Easter morning, and every year since that time people have remembered the morning upon 
which Christ rose from the grave, because they know that every one shall come forth from the grave, just 
as Christ did, when God calls them, as He did Him. 

NATURAL EXPRESSION.— Twenty-ninth Week. 

Did you ever think, that everything in the world has a story to tell as well as a work to do? We 
found that the minerals feed the plants, and the plants feed the animals, and that everything is used by 
man. We might have used the plants and animals even if they were not so beautiful as they are, but then 
we should not have had the beautiful story their loveliness tells. The birds sing their story, the flowers 
tell it by their beauty and fragrance, and the minerals tell it by the wonderful crystals of which they are 
made. The suowflakes whisper it, as they flutter from the clouds above, like so many white feathers, and 
the raindrops sing it M'hen they pitter patter on the pane. The little brook tells it, every moment, as it 
hurries toward the ocean, and the sunbeams write it in golden letters all over the world, even in the very 
darkest corners of the earth. Jack Frost, too, draws the story in his wonderful frost pictures, which he 
makes upon our window panes in the winter, but with all this story-telling some people do not hear, because 
they are so busy using the things which tell it, instead of reading the story first, and then using the things. 
It is a story which God told all things in the world, when he made them, and I wonder if any child can 
tell me what the story is? (Perhaps you can draw the thought from the children.) 

" God is love, God is love, 
All things tell us God is love." 

And it is the same story which the angels sang to the shepherds when Christ was born. 

MUSICAL INSTRUMENTS.— Twenty-ninth Week. 

What do we do after we have our prayer, each morning? We sing our songs. Where does the sound 
come from? Our throats. What helps to make the sound? Teeth, tongue, roof of mouth, throat. So 
every little child has a music box which he may carry with him. What kind of music is the best? Sweet 
music. Tell me something else which has a music box. Birds and bees, and nearly all animals may make 
some sound, anel though we do not always think it music, it may be their way of making music. You 



FOR KINDERGARTNERS. 187 

knoiv the kittj makes a .soft, purriug sound when slic is couteutcd and happy. Do you think the plants 
have any way of making music ? When the wind blows among the leaves and branches they sing their little 
rustling songs which we all like to hear. There is something else which we must name, that sings such a pretty 
song ; the little brook, where the water drops sing all day. Mother Nature has a world of nmsic for her child- 
ren and people listened to this music and began, a long time ago, to make music boxes, so that we have many 
kinds of instruments which may be used now. Among the first things which they made were whistles and 
drums. You know a whistle makes a sound when you blow into it, just as the trees make a sound when 
the wind blows through them. You have heard the wind whistle sometimes in the winter, have you not? 
The people made their whistles of the bones of animals and of wood; then they made drums upon which 
they beat with their hands at first. 

How many have ever seen a harp ? It is played with the fingers upon strings which are stretched 
tightly from one end to the other. Somebody who used a bow and arrow with which to shoot, found out 
one day that the string upon the bow would make a pretty sound if tightly stretched together, and some 
one else thought of stretching several strings upon a bent piece of wood, and they kept trying until they 
made a beautiful instrument, called a harp. Now I shall let you look at our piano. These little white and 
black pieces are called keys, and are joined to a tiny hammer inside the piano, w^hich flies up and strikes 
against a string when some one touches the key. Let us name all the kinds of musical instruments we 
know. Classify after children name, those upon which the sound is produced by using the mouth. Har- 
monica, flute, fife, horn, whistle, bugle, trumpet, cornet, bag-pipe ; these are all hollow inside. The bag- 
pipe is the favorite musical instrument of the Scotch people. 

All instruments having strings which must be played with the fingers or a bow. Banjo, guitar, violin, 
fiddle, mandolin. The harp is the favorite instrument of the English people. 

Those in which the sound is produced by two things striking together: Drum, castanets, cymbals, 
tambourine, piano. The tambourine is a favorite instrument with Italian girls. The piano is the favorite 
instrument of the German people. 

Which musical instruments are used by the soldiers? Drum, fife, trumpet. A simple little harp may 
be made and placed in the window that the children may listen to the sound produced by the wind. 

The organ which you see in the church has keys, strings and hammers, so it makes very sweet music 
because it combines all the ways in one instrument. 

MEN WHO HAVE GIVEN US GREAT GIFTS.— Thirty-second Week. 

Let us name the men of whom we have heard, who did something for many people. Columbus, who 
worked and thought a long time about the new country. Ferdinand, the king, and Isabella, the good 
queen, who persuaded the king to give Columbus ships in which to cross the ocean. We shall always re- 
member Columbus, because he endured many hardships in trying to find our country. 

Next we wish to remember the Pilgrims, who came from Holland and settled in the new country, 
building houses, churches, school-houses, and planting grain and fruit trees, so that the new country 
might be a pleasant place in which to live for those who came after them. We will remember that the 
Pilgrims had the first Thanksgiving Day also. 

George Washington, the father of our country, must be remembei-ed also, because he saved our flag 
when people were tr3dng to take it from us, helping the soldiers to be brave because he w'as brave himself. 

James Watt and George Stephenson will be remembered every time we see a locomotive drawing a 
train of cars, because they worked hard to make a good steam engine and a good locomotive. 

This week we are thinking about Frederic Froebel who did so much for little childi'en, by giving them 
work with their play, teaching them how to use their hands, eyes and ears, to help make others happy. 
He taught us to love people who work, to sing about people who work and to work ourselves. He taught 
us to love the birds, bees,- animals, flowers, snowflakes, raindrops, and more than all to love God, who made 
everything in the world. 

CANDLES.— Thirty-fifth Week. 

In earlier times, people used candles almost entirely, not having oil lamps, gas and electricity, as we 
have now. I shall tell vou to-dav how they made their candles. Most of them were made of tallow, a lattv 



188 PRACTICAL SUGGESTIONS 

substance which we obtain from the cow and sheep. Ask your mothers to show you a piece of beef 
tallow, when she cooks the meat for dinner. Some fine ones were made of wax, which we get from the 
bees. Our caudles for our Christmas tree were made of wax. There are many things from which we 
obtain oils and fats to make candles. There is a vegetable in China, the seeds of which yield a kind of 
tallow ; another kind is found in the head of the whale, and is called spermaceti ; while still another kind 
is obtained from the palm trees upon which the cocoanut grows. There are three ways of making candles ; 
dipping, moulding and rolling. The dipping is done by stretching a number of wicks upon a wooden frame, 
above a trough of melted tallow or wax, into which they are dipped, being allowed to cool after each dipping, 
so they grow larger each time because more and more wax adheres. Moulding is done by pouring hot 
tallow or wax into metal tubes shaped like our cylinders, and having a wick stretched through the middle. 
When cool they are taken out of the tubes. Wax caudles are usually made by rolling, after the melted 
wax has been poured over the wick. 



FOR KINDERGARTNERS. 



189 



STORIES. 

ROBIN RED-BREAST'S VISIT.— First Week. 

One day in early spring, two robin red-breasts came from the far-away South, where they had been 
spending the winter among orange trees and magnolia blossoms, to our chilly North, which was just be- 
ginning to throw off its blanket of snow in order to permit the busy sunbeams to waken the seeds in their 
brown earthy beds. "This is quite different from the country which we have left," remarked Mr. Eobin, 
as he fluttered into a large cherry tree and folded his wings for a short rest. " Can it be possible that we 
commenced our journey too early?" " Oh, no," answered Mrs. Robin, "the blue-birds started some time 
before we ventured, and I think this cool morning is but the farewell of that roguish little Jack Frost, who 
always hates to leave when he has been here all winter. See, these buds are almost ready to burst into 
beautiful cherry blossoms, and already I begin to feel the warmth of the friendly sunbeams as they come 
down to greet us, so I really think 3'ou had better sing a morning song and then we will start out to find a 
suitable place to build a home, for we must lose no time." Whereupon Mr. Eobin straightened himself, 
threw back his tiny head and poui-ed forth a volume of song which made the people in the farm-house stop 
their work to listen, saying, " How joyously Mr. Eobin sings this morning." Mrs. Eobin sat nodding her 
head approvingly, until the song was finished, then away both flew, all around the large orchard, stoppino' 
to examine every tiny bud and leaf. At last they came back to the cherry tree from which thev started. 

"Now that we have seen every tree," said Mr. Eobin, " I think we are in a position to choose the site 
for our future home. Which do you like best, Mrs. Eobin?" 

"I have seen none which I like so well as this one. First, because it is near this fine farm-house, and 
I have observed that the people who live in it are very pleasant to each other and like music, for I hear 
some one singing all the time ; and, in the second place, I have noticed that the mother of the family has a 
low, sweet voice and loves birds. You know how impoi'tant it is that young robins should hear only sweet 
sounds in their babyhood, as it makes them try to sing sweetly when they are older, so in choosing our 
home we must be very careful to have everything around it just right, for our little birds have to stay in 
their nests during the most important time of their lives." 

"What a very long speech for 3'ou to make, Mrs. Eobin, but I suppose we had better decide upon 
this tree. I will begin to gather twigs and strings and horse-hair, while you select the branch." Soon 
they were hard at work and after many days, the little girl who lived in the house saw a nest securely 
fastened up among the leaves, so cunningly fashioned, as to appear almost a part of the tree itself. She 
ran into the house crying, "O, mamma, the robins mean to stay in our cherry tree, for they have built 
their nest up in the branches and are chirping to each other all the time." As the days went by the trees 
befcame greener and greener, as the leaves grew larger and spread themselves, and Mrs. Eoljin became 
very quiet, for were there not five tiny eggs in that nest, which must be kept warm by her two small wings 
and soft little body? And Mr. Eobin was so busy, getting food for her, that he was forced to cut his 
morning song shorter each day. But one morning, the occupants of the farm-house heard a song more 
beautiful than any he had ever sang, and the little girl's mother said, " I am sure there are baby robins in 
Mr. and Mrs. Eobin's nest this morning." The children ran out to the tree, and stood beneath to hear 
the sound of the little baby voices. 

When Mr. Eobin had finished singing, Mrs. Eobin hopped upon the edge of the nest, and they seemed 
to say to the children, " IIow we wish you might have a peep at these dear little baby robins." Presently 
there was the softest little "pip, pip," in the nest above, and Mr. Eobin flew hastily away, returning 
shortly with a small bug in his beak, which he gave to the young birds. The children watched ever}' day 
hoping to catch sight of a tiny head above the nest, and after many days they were rewarded by seeing a 
young robin perched upon the edge of the nest, and looking as though he intended flaying away. The 
children were very quiet, fearing to frigliten him, and the mother robin seemed to be telling the young 
robin how to spread his wings, for he flapped them up and down continually. 



190 PRACTICAL SUGGESTIONS 

One day this little bird flew out of the nest and sat upon a branch. He looked about and said, "How- 
very beautiful this world is; I wonder who lives in that white house across the way?" "Whereupon he 
spread his wings and flew straight across into a large window which was open, finding himself in the 
queerest place he had ever seen. He was so frightened when he looked about the strange place that he 
drew himself up into a ball and cowered upon the floor in a dark corner. " Poor little robin," said a sweet 
voice, "Are you lost?" And a gentle hand covered him just as his mother's wings had done many a 
time in his little nest home, and as he tucked himself snugly into the warm hand, he wondered if he should 
ever see his motlier again. 

The little gii-1 carried hira into another large room, where a ladv sat sewing, and said, "Mamma, just 
see, one of Mrs. Robin's babies has come to make us a visit. Is he not a dear little fellow?" " So this 
little girl has a mamma too, just as I have," said the little robin to himself, and he thrust out his head to 
have a peep at her. 

""What a bright little bird," said the little girl's mother, "And how much he looks like his papa. I 
wonder if he will be so sweet a singer?" At this, young robin said, "Pip, pip," and then hastily drew in 
his head as though ashamed of his attempt to sing. "That sounds very sweet," said the lady, "but now 
I think you had better show him to little brother, and then take him back to his home in the cherry tree." 

Helen then carried him into another large room, where a dear little boy with bright golden curls sat 
playing with some blocks. 

"See, brother," said Helen, "here is one of the baby robins who lives in the cherry tree, and he has 
come to make us a visit this morning." 

The little boy stroked the robin's back, saying, " How I wish papa could see him." " "Well," thought 
the little robin, "this home is just like my home, having a papa, a mamma and little brothers and sisters. 
I wonder if my mamma docs not want to see me?" And he began to cry "Pip, pip, pip" so loudlj' that 
the mother robin heard him and flew over to the window, calling "Pip, pip, pip, pip." 

The little girl opened her hand and the baby robin flew away to join his mother, then both flew away 
to the cherry tree where the others were waiting to hear about their brother's visit. 

The children spread cruml)s upon the window sill the next da}', and the robins flew over to eat them. 
In a very few days they bee ;une so well acquainted, that they would eat crumbs from the window sill while 
the children stood inside and watched them, and I am very sure that the little robin was always glad that 
he made his first visit into a home where the little brothers and sisters were kind to each other, 

A LITTLE BOY'S DREAM.— Second Week. 

AYarreu was out in his garden digging, when grandfather came out of the house and sat upon a garden 
seat near by. " Well, my little boy, what do you think 3 ou should find if you were able to dig through the 
earth to the other side ?" "Win,! am sure I do not know," said "\Yarren, "whatshould I find, grandpa?" 
"People," said grandfather, "people so ditfereut from you that you would scarcely be able .to think that 
they were human like you." And then grandfather began to tell about all the funny people who live in 
different parts of the earth, while "W^arren listened with eyes wide open. 

"O, grandfather," said he, "how I wish I could go on a journey and see all these people and their 
little children." " "V\^hen you are older and can read books, you may go on a journey around the world, 
without moving out of j^our little chair if you wish." "How funny," thought "\A"arren, " I wonder what 
grandpa means?" He slipped down from the seat and climbed into his hammock, and was soon fast 
asleep. No sooner had he fallen asleep, than he began to go upon a journey in his dreams. Away he went, 
far, far fi'om home, until he reached a land where there were no trees, and it was very cold. At first he 
saw nothing but snow and ice, but suddenly he came upon the funniest long, round things made of very 
hard frozen blocks of snow. " I wonder what these are," thought Warren, and just then something very 
funny crawled out of a small opening near the ground, and stood up and looked at him. " This must be 
one of the Esquimaux people," thought Wari-eu, taking off his cajj and making a polite bow. " Is that 
your house?" asked he. The man replied, "Yes; would you like to go inside?" Warren crawled into it 
upon his hands and knees, and then stood up and looked around. A window was made in the top by 
placing in a piece of transparent ice, and by this light he saw the bed, made by piling blocks of snow one 
upon the other and covered with fur skins of animals, a lamp in the middle of the room, made by placing 



FOR KINDERGARTNERS. 191 

moss into a dish made of snow aud pouriug oil upon it. Tliis was all the furniture, and there was the 
mother dressed in a fur skin which had a large hood upon the back of it, out of which peeped a dear little 
baby Esquimaux, with dark skin just like his maiiinia aud papa. "Do 3'ou like to live in this sort of a 
house?" asked "Warreu. "Yes," they answered; "is there auy other kind of house in the world?" 
"They are just like I was," thought "Warren, "before grandfather told me there were other people in the 
world." Then he told them about his home, which surprised them greatly, aud after inviting them to 
visit him some day, he started again upon his travels. On, on he went, until he came to a very warm 
country, and saw many strange people moving about. They all had black skins, and short, curly hair, 
which looked more like black wool than hair. It was so warm that they wore no clothing, and Warren 
could feel the great drops of perspiration stand out upon his forehead. "Do you like to live in such a 
warm couutr}-?" said "Warren to a large man M'ho sat sewing some skins together. "O, yes," he replied, 
" we do not like cold weather, and when it comes, we put on our heavy fur cloaks." "Warren then asked 
if he might go into one of the houses? He found that it was round just like that of the Esquimaux, but 
had no window, aud was nuide of sticks placed in the ground aud tied together at the top, after which 
they were covered with bark which was fastened on with vines as strong as ropes. He saw that the black 
mothers also carried their babies upon their backs in a pocket, which was made by tying about their waist 
a broad piece of fur skin, leaving it loose at the back. The baby seemed very happy, and quite like the 
babies "Warren had seen in his own countr}*, except for its dark skin. Warren bade them good-bj-e aud was 
soon on his way again, finding himself at last in the land of China. "These people are the funniest I have 
seen," thought he, and he laughed heartily at the queer pig tails which the Chinamen wore, some of them 
hanging down their liacks, and some carrying the ends of them under their arms. The women had very 
small feet, and every one whom Warren met, carried a fan. One of them invited Warren into his house 
and gave him a bowl of rice and two chop-sticks with which to eat. Poor Warren soon found that he 
could eat very little rice, as he had always been accustomed to using a spoon. 

Each Chinaman had a lantern, and he never went out at night without taking it with him. They had 
uo partition walls in their houses but used screens to divide into rooms. For their windows they used 
oiled paper instead of glass, aud Warren noticed that every Chinaman was kind and good to his father and 
mother. " Would j'ou like a fan aud lantern to take with you back to your country?" asked the man who 
gave hira the rice. "Yes, indeed," said Warren, aud he thanked the strange man very politely, sa3ing he 
thought he would start home as he was tired with so much traveling. Holding tight to his fan and lantern 
he suddenly felt himself going down, down, down, and then he heard a sweet voice say, "Wh}-, Warren, 
are you not almost baked with this hot sun shining down upon 3'ou?" And there stood mamma over him 
wiping the perspiration from his forehead with her handkerchief, and he found that he had not been 
out of his hammock, aud that he did not have a fan and lantern, but had dreamed this wonderful journey 
instead of re ally taking it. " But it was about as good as going," Warren told grandfather. 

THREE BUTTERFLIES.— Third Week. 

One bright summer da}', three butterflies were playing together among the green leaves and lovely 
flowers. They had visited nearly every flower in the large garden, and were just getting ready to fly over 
into an orchard near by, when the tiny Mhite butterfly said, "Just see how dark it is growing! " aud then 
the red and the yellow butterflies saw that a great black cloud seemed to be comiug nearer and nearer the 
earth, and before they could fly away to their homes, down came the raindrops, pitter, patter, and the 
little butterflies felt their wings getting wet, so they flew hastily over to a jellow tulip near by, and asked 
if they might stay until the rain ceased. "Certainly," said the tulip; " but I fear that onlj^ the yellow 
l)utterfly may come in, as I have not room enough to contain all." They tried to get in, but they could 
not, so the yellow butterfly said, "I will not come in and leave my little friends out in the rain, so I think 
we will hunt some other flower." "Go across to the tiger lily," said the tulip; "perhaps it will be large 
enough." Away they flew, and faster came the raindrops, so that the little butterflies were almost drowned 
before they reached the tiger lily, with its brown spots on a glossy red coat. "May we come into j'our 
house out of the rain?" asked the red butterfly. " Oh, yes," answered the red lily, and opened as wide 
as she could; but, alas, there was no room for the white butterfly, so they had to fly away again, which 
they could scarce!}' do, for their wings were heavy and they could not move them easily, but they tried to 



192 PRACTICAL SUGGESTIONS 

be brave, and all at once tliey heard a gentle flower-voice say, " I think I can make room for you little 
butterflies," and there was a stately white Easter lily bending toward them with a large cup opened wide, 
so they flew in and nestled close to her heart of gold, and there was just room enough for the three to fit 
suugly. The lily told them beautiful stories which 3'ou and I could not hear with our outside ears, but we 
mi^ht if we listened with those inside ears which we can not see, because tjiey belong to our hearts. After 
a time the sunbeams came out again, and the butterflies said good-bye to the lily and flew away, but the 
lily always remembered how kind they were to each other, and was ever glad to see them when they 
came into the garden. (Adapted). 

STORKS.— Third Week. 

Storks are very large birds with long legs, and they like t(j build tiicir nests up high in chimnej's, 
steeples and towers. 

There was once upon a time a mother and father stork who built their nest in the top of a chimney 
which had not been used for a long time, and there they took care of four baby storks and were very 
happy and contented, but one day the chimney next to the one upon which this nest was built took lire, 
and the smoke soon made the storks very uncomfortable. The poor mother did not know what to do, for 
her babies were too young to push out of the nest, and she could not carry them awaj'. She flew back 
and forth across the nest, flapping her great wings to make a breeze, and so try to fan away some of the 
smoke, for she thought the chimney would cease burning after a time, but the whole house was on fire, 
and there came a great shower of burning soot, which fell all about them. Quickly the mother flew upon 
the nest, and spreading her large wings over the baby storks, protected them from the burning mass, let- 
ting it fall upon her own wings and back, because she did not want her babies to be burned. Some men 
below, saw her, and climbed a ladder to take her down. Then how glad the mother was as she saw her 
nest and babies taken out of the teri'ible fire and smoke, but she could never fl}' any more, for one poor 
wing was almost burned away, and she always lived among the people who rescued her, going about the 
market place and eating all the scraps, so helping to keep the market clean. (Adapted). 

DAVID AND GOLIATH.— Sixth Week. 

There was once upon a time, iu a country far away, a man who had eight sons, the youngest of whom 
was a beautiful lad with bright rosy cheeks, and a face so pleasant to look upon, that every one loved him. 
This lad the father sent to take care of his sheep, and his name was David. All day long he watched his 
sheep as they grazed upon the green grass, and if any wandered away and became lost among the thorn 
bushes, David would take his shepherd's crook and search for the lost sheep until it was found and brought 
back. 

There were two things which this shepherd boy liked to do ; one was to play upon his harp, making 
low, sweet music very pleasing to hear; the other, to shoot pebbles from a sling which he always carried 
with him. He never crossed a small brook without stopping to pick up some of the smooth pebbles which 
lay in the water bed, for he knew tiiat he might need them to shoot any wild animals which came near 
him and his sheep. One time a lion took one of tho lambs, but David went after him and killed him and 
brought back the lamb to its nu)ther. He was a very brave shepherd boy. No one was ever brave with- 
out sometime having a chance to help people, so David came to a time iu his life when he did something 
which helped many people. His older brothers had gone with their king to fight against some wicked 
people who were trying to do them harm. These people had among them a terrible giant whose name was 
Goliath, who was larger than any two men in the army. Every day this giant would come out and shout 
in a terrible voice, "Send a man over to fight me, and if I kill him all the people must be our servants." 
He was so big and had such a large sword that everybody was afraid. One day David's father sent him 
with some food to his brothijrs, and he heard about the terrible giant. Quickl}- he ran to the king, saying, 
"Let me go to fight him." The king said, "You are so small, David, Goliath would kill you instantly;" 
but David told the king about the lion which he had killed, and begged him to let him go, saying, "God 
will take care of me and help me." The king gave his consent, and David chose five smooth stones out 
of the brook, placing them in his shepherd's bag. The giant Goliath saw him coming, and was very angry 



FOR KINDERGARTNERS. 193 

that so snuiU a man should be sent. He begau to quaii-cl and make fun of David, but the shepherd boy 
was not afraid, for he knew that God would take care of him. When he came near the giant he put his 
hand in his bag, took a stone and placed it in his sling. Away flew the stone, smiting the wicked giant 
in the forehead, and he fell with his face upon the earth. When the wicked people saw that the big giant 
was dead, they ran away. In this picture (Joiner) you will see the giant and the small boy David, whom 
God chose to kill the giant, and whom he afterwards made king over all the country. 

WILLIAM TELL.— Fourth Week. 

Once upon a time there lived a man named William Tell, in the beautiful country of Switzerland. He 
had lived all his life among the mountains, and could climb fi-om cliff to cliff like the animals, never being 
the least afraid. He never left his little mountain home without his bow and arrow, with M'hich he had 
practiced so much that he could shoot any murk at which he aimed. His two sons, Walter and Wilhelm, 
like the father in this respect, were fond of shooting with a bow and arrow. William Tell and his boys 
had lived among the mountains so long that they felt as free as the birds which flew about. But one time 
their little countiy came into the possession of a man called the emperor, which means the same as Iring, 
whom you know has power to make the people of his country do just as he wishes. This emperor sent a 
I'uler to Switzerland who was very cruel, and did many harsh things to the Swiss people which I do not 
think the emperor wished him to do. Among other things he placed a cap upon the end of a tall pole, and 
set it up in a street through which the people passed, saying that all mIio passed that way must bend the 
knee, and do homage to the cap, just as though it were the emperor himself. Of course this was a very 
foolish thing, and the people were very angry about it, because they were respectful to their emperor, and 
did not need an empty cap upon a pole to make them remember him. This wicked ruler set some soldiers 
near the pole to watch the people as they passed, telling them to take every one to prison who failed to 
bow before it. 

One day William Tell and his son Walter came into the street and walked straight by the cap without 
bowing. I presume they did not think of it at all, but immediately the soldiers seized them and started 
to prison with them. On their way they met the wicked ruler, who stopped to talk with them, and find 
out who they were that had disobeyed him. When he found that William Tell and his son were the 
prisoners, he said, "You are such a master of the bow and arrow, that I would like to see you shoot. You 
shall shoot an apple from the head of your boy, and if you succeed you may both be free, but if you fail 
you shall both die." This was terrible, and made all the people turn pale. William Tell, who was so 
sui'e of his bow at other times, begged the wicked man not to compel him to shoot the apple from his 
boy's head. Walter was such a brave boy, and trusted his father so much, that he began to plead with 
him to try, saying, " I know that you will hit the apple, father, and I shall be so still, I will not move so 
much as a finger." So they placed him under a tree, at a long distance from his father, with the apple 
upon his head. William Tell, knowing there was no other way of escape, drew his bow and away sped the 
arrow, piercing the apple right through the core, and leaving Walter unhurt, who ran to his father and 
embraced him, saying, " I knew you would hit the apple, father." 

THREE LITTLE FISHES.— Ninth Week. 

Once upon a time, there -were three little fishes who lived in a quiet brook, which flowed gently along 
at the foot of a hill, upon which grew great forest trees. The birds made their homes in these trees, and 
sang joyously all the day long, while many a little frisky squirrel jumped from branch to branch, often com- 
ing down to the brook to get a drink of cool clear water, and chat with the fishes which lived there. You 
know every living thing in this world can talk in some way, and if you can not always hear them, or'un- 
derstand them, you must not think that a reason for believing that they can not talk. So of course you 
will not be surprised when I tell you what one of these little fishes said to a gray squirrel one bright sum- 
mer morning. "Why don't you come and live in the water? " was the question he asked, as the squirrel 
looked over into the shining brook. "I live in the water? " exclaimed the squirrel, "Why I would not 
do so for all you could give me ; I like to climb trees and hunt for nuts, to store away for winter. And it 
is such fine fun to shake them down, and hear them rattle upon the gi'ound, to say nothing of playing 



194 PRACTICAL SUGGESTIONS 

' Ta?' with niv brother squirrels. No indeed, 1 should not like to live iu the water." Then he scampered 
away so fast that he was soon lost to sight. The other little fishes had heard him talking, and now each 
one began to tell what he should like to do. "1 wish I could live in the trees with the birds and squirrels," 
said the first fish, "it must be so nice to be up high in the world, so that one may look down upon the 
thino-s which are beneath." "I should like to go to the great ocean," said the second fish, "fori heard a little 
boy telling his sister about the wonderful creatures which live in the ocean, and the large vessels which sail 
upon it. This is such a very small place that I am quite tired of living here." "As for me," said the 
third little fish, "I have often thought I should like to take a journey to the sun, which is always shining so 
brightly, for I am quite sure there are wonderful things to be seen in the sun world." 

"I see no reason why we should stay here, since we all wish to live in other places," said the first fish, 
"so let us say good-bve to each other and start upon our journeys." At this all the little water drops in 
the bi'ook liegan to cry out, " A brook is tlie place for small fish like you," but the little fishes were sure 
they knew better, so they paid no attention to the song of the water drops. The fish who wished to go to 
sea, beeau to swim very rapidly down stream and at last came to a place where the brook met another 
brook, and the two coming together made quite a large stream. Into this the little fish swam very 
boldlv, and was quite delighted to see a large white object, which he mistook for a vessel, but it was 
only a small skiff, which a little boy and girl were rowing. "This must be the ocean," thought the little 
fish, as he swam gaily al)out, "I am very glad I came." Just then a fish, which seemed enormous in size, 
to our little friend, came swimming along, opening and closing his large mouth. " What a nice little fish 
for my breakfast," he said, and made directly for our little friend. " How I wish I was back in \\\y own 
small brook-home," said the little fish, " I did not know there were such monsters in the ocean," and he 
o-ave a great bound straight up out of the water, coming down upon something soft, so frightened that he 
could do nothing but twist his little body in a helpless manner. He soon found that he had fallen into the 
lap of the little girl in the boat, whom he now heard saying, "How do yow suppose this tiny little fellow 
manao'ed to take such a leap as that? Let us put him into a bucket of water and take him home with us, 
and then put him into our little brook, for this is too large u place for so snuill a fi.sh." So they filled a 
bucket with water and placed the little fish into it, and our poor little friend was so glad to be away from 
the dreadful monster who wished to eat him, that he forgot all about his desire to reach the ocean, and 
wished heartily that he was back with his little brothers. 

Now let us see what became of the little fish who wanted to live in the trees with the squirrels and 
birds. Swimming close to the shore, he tried to climb up the bank, but fishes were not made for climbing 
you know, and he found that he would never get up iu that manner, so he thought he would try darting. 
This he did several times and at last succeeded iu throwing himself out upon the grass, where he lay very 
still, for be was aliuost exhausted. When he became rested, he said, "Now I shall swim straight to the 
top of this great tree close by." Poor little fish, he did not know that fishes can only swim in the water, 
so he bravel}' moved his fins and tail, believing that he could swim up a tree as easily as the s(juirrel climbed 
it, but alas! he could not move one bit. So he began to wriggle very hard, and found that all he could 
do was to turn over, after a great amount of hard work. Just then a snail came crawling along, and seeing 
the little fish twisting and turning,' he asked, "What are you doing out of the water, my friend? " " I 
am trving to climb a tree," said the fish, " but I find it such hard work, that I wish I was back in my water 
home." "You will never be able to climb a tree," said the snail, " for only things which are made to 
climb ever succeed, and you were nuide to swim, just as I am nuide to crawl, so if you wish I will try to 
help you back into tlie brook." "Yes, please do," said our friend, "I will surely stay in mv own place 
if I ever get back again." Then the snail began to push the little fish very slowly (for he could not crawl 
rapidly), and the poor little fellow was suffering for water, for he had been out a long time, and fishes 
can not o^et along without water. After much hai'd work, the snail succeeded in pushing him into the 
water, and the little fish was very happy once more, but he could see nothing of his two little brothers, for 
3'ou know one was in the bucket of water, and the other we shall now hear about. He, you remember, wanted 
to take a trip to the sun, so when he left his brothers he kept darting up out of tlie water, wou- 
derinf how he should get started, when suddenly a dark shadow was cast upon the water, and he felt 
himself lifted out, and carried up, up. "Now I am going to the sun," said the little fish, "in tiie mouth of 
this beautiful bird," and he looked down and beheld the brook, trees and flowers below, and they seemed 



FOR KINDERGARTNERS. 195 

to grow smaller aud smaller, but his little body was growing ver}' warm and uncomfortable, and the bird 
held him very tightly, so that he felt it was not as pleasant as it might be. Just then another bird flew 
near and said, "AVhere did you get that nice lish for your dinner?" "Will the bird eat me?" thought 
the little fish in terror. "I wish I had not tried to go to the sun." The other bird kept flying about, 
and all at once he said, " I have some babies to feed, so I shall take your fish from 3'ou and you may get 
another." Birds that get their living in that way do not know any better than to take each other's food. 
The first bird did not wish to give up the fish, so the other bird flew round and round him, and in the race 
the bird opened his mouth, aud our little friend quickly darted out, and fell down, down, down, so far 
that he thought he should never reach the world ; Init, to his great surprise, he found himself back in the 
very same brook, and there was his brother who wanted to climb trees. Two happier little fish you could 
not find anywhere, and they told each other all that had happened, and felt very sorry that their little 
brother had not been fortunate enough to get home. " Perhaps he did not have so hard a time as we," 
they said. "But we are glad we are back home." As they ceased talking they heard a voice say, 
"There, you little fish, you may live in our brook," and in came their little brother, whom the little girl 
had brought in the bucket of water. Such a happy time now, and you could hear the splash of the water 
drops in the brook, as they sang, "The brook is the place for small fish like you," and the fishes said 
they would always listen to that song, aud remember it if they ever thought of traveling again. 

CHRISTMAS STORY— WHAT THE SHEPHERDS FOUND.— Fifteenth Week. 

In the far-a-wav Eastern country the shepherds were wont to lead their flocks out tu the grassy plains, 
and let them graze during the day, returning at night to the sheep-fold where they were taken care of and 
tenderly watched lest any harm should come to them. One night some shepherds had placed their sheep 
in the fold and while one of them watched, the others wrapped their shepherd's cloaks about them and 
laid down upon the ground to sleep. The shepherd who watched, was looking up at the beautiful stars, 
when suddenly, a great light shone out of the heavens, making all around as bright as noon day. The 
frightened shepherd woke his companions and they all fell upon their faces on the ground, not daring to 
look at the brilliant light, but a low, sweet voice said, "Fear not, for behold I bring you glad tidiugs of 
great joy." Then the shepherds lifted their heads and saw an angel, robed in white, aud they listened 
breathlessly while he told them that a Baby-King was born in the City of Bethlehem, aud they must go imme- 
diately to worship Him. "Aud this shall be a sign to you," said the angel. "Ye shall find the babe 
wrapped in swaddling clothes and lying in a manger." When he had ceased speaking, suddenly there fell 
upon the still night air the sound of singing, a great number of angels blending their voices and singing 
the same sweet song, "Glory to God, and on earth peace, good will to men." It was the most beautiful 
song the shepherds had ever heard, aud the melody of the angels' song has been ringing in the hearts of 
men ever since that glad tinae. Then the angel voices died away in the distance, and the shepherds looked 
at each other, .saying, "What shall we do? Can we leave our sheep unwatched?" "God will take care of 
the sheep," said one. " And we will hasten to worship the new-born king." So, leaving their sheep, 
they went straightway to Bethlehem, and coming to the door of the inn they inquired for the babe. There 
was no room in the inn, so Mary, the mother of the Christ-child, had wrapped Him in swaddling clothes 
and laid Him in the manger, upon the sweet, clean hay. There the shepherds found Him, looking just 
like the dear little ])abies which uuiny of 3'ou have iu your homes. The shepherds knew that He was God's 
own Sou, and lIJs great gift to the world, so they knelt and worshipped Him. They told His mother 
about the wondrous light, and the angel who spake unto them, and bade them seek the babe, and then of 
the beautiful song which they had heard sung by the angels, that men might know of the joy in heaven, 
over the birth of the glorious king. The mother was glad to hear the shepherds' story, and she remem- 
bered all that they told her, and thouglit how good the Father aliove is to His earthly children. 

The shepherds now began their journey back to their fold, and they lifted up their voices to praise 
God, as they went, telling the story of the Baby-King to everyone whom they met, uutil soon all the people 
were wondering about the little child. They liegan to come from far and near to see Him. There were 
over in the far Eastern country some wise old men who had been thinking about the King, whom God had 
promised, and they had prayed to God so often about Him, that God remembered them now, and he sent 
a beautiful shining star to lead them to the place where the babe lay. They came across the sandy desert 



iy6 PRACTICAL SUGGESTIONS 

which we talked about, upon the backs of camels, aud the star moved ever before them, until at last it 
stopped over the place where the Christ-child lay. The wise men went in and worshipped Him, presenting 
gifts of gold, frankincense and myrrh, after which they departed to their homes. We have all tried to 
remember what a great gift God gave to us, and just as He gave the very best which He had, to show how 
much He loved us, so we will give the best which we have, to show how much we love each other. 

"THE BUILDING OF THE SHIP."— Twenty-third Week. 

(Adapted from Longfellow's Poem). 

To-day I mean to tell you a beautiful story which I read in a book, and when you are older you may 
read it yourselves just as it was written. It is about a ship builder, a man who had built ships all his 
life and loved his work so well that every ship was just like a child to him. Indeed, they were his ship- 
children, and he loved every one of them. His ship-yard was by the side of a great ocean, and all the 
workmen could hear the deep, deep song it sang, as though it tried to say, "Hurry and get the ship ready 
to come to me." One day a merchant who had heard of the wonderful ships which the master built, came 

and said : 

" Build me straight, O worthy master; 
Stanch and strong, a goodly vessel 
That shall laugh at all disaster 
And with wave and whirlwind wrestle." 

He wanted a ship so strong that the waves aud winds could not break any part of it. The master was 
glad when he heard the merchant, for he loved to build ships, and was glad to hear people praise them, 
just as your mothers are glad to hear people say that you are good children. A quiet smile played around 
his lips, and with a voice that was full of glee he answered : 

" Ere long we will launch 
A vessel as goodly and strong and stanch 
As ever weathered a wintry sea." 

Then the merchant went away, and the good master sat down to think how he should build this won- 
derful ship. "I know," said he. "I will build first, a baby-ship, which shall be just like the large one 
in every part, then the large one will be the papa-ship." He began his work, thinking of all the ships he 
had ever made, so that he might put the best in them, into this ship, which was to be the best of all. 
When he had finished the baby-ship he walked out iuto the ship-yard, holding it in his hands, and there 
"Lay the timber piled around." Every kind of wood, some of which had been brought from countries 

far away, for 

" There's not a ship that sails the ocean 
But every climate, every soil 
Must bring its tribute, great or small, 
And help to build the wooden wall." 

As the master stood looking about him, a young man came and stood by his side listening earnestly to 

all the master said about the building of this ship, and down in his heart he thought, "How I wish the 

good master would let me try to build this ship." Just then the master turned, and looking straight in 

the young man's eyes, said: 

" Thus will we build this ship: 
Lay square the blocks upon the slip, 
And follow well this plan of mine. 
Choose the timbers with greatest care ; 
Of all that is unsound beware ; 
A goodly frame, and a goodly fame, 
And the Union shall be her name ! 
For the day that gives her to the sea 
Shall give my daughter unto thee! " 

So you see the master, who had learned how happy it makes people to work, was willing to share his 
joy with this young man and to give him, when he had finished his work, his own dear daughter, who was 
kind and good and made every one around her happy. 



FOR KINDERGARTNERS. 197 

Early in the morning, when the sun began to send the first sunbeams to the earth, the young builder 
began his work, and you should have heard the merry sound of hammers, axes and mallets as the work- 
men's strong arms cut and put together the heavy timbers, and 

" Amid the clamors 
Of clattering hammers 
He who listened heard now and then 
The song of the master and his men :^ 
' Build me straight, O worthy master, 
Stanch and strong, a goodly vessel 
That shall laugh at all disaster. 
And with wave and whirlwind wrestle.' " 

After many weeks of patient labor the great ship was finished, and the master and workmen looked 
like tiny specks as they stood beside the immense vessel, strong and beautiful in all its parts. At the bow 
an artist had carved in wood a fiorure of the master's daughter. 

"And at the mast-head, 
■JVhite, blue and red, 
A flag unrolls the stripes and stars." 

The day has come when the great ship is to be launched, that is, put out into the mighty ocean. 

" The great sun rises to behold the sight, 
The ocean old, 
Paces restless to and fro, 
Up and down the sands of gold." 

And the great crowd of people, who have come to see the launching, are almost as restless as the old 
ocean. Upon the deck stand the master, his daughter and the brave young ship-builder, whose eyes are 
shining with the joy he feels, because the master has said to him, " Well done." 

" Then the master. 
With a gesture of command. 
Waved his hand ; 
And at the word 

Loud and sudden, there was heard, 
A 11 around them and below, 
The sound of hammers, blow on blow. 
Knocking away the shores and spurs. 
And see! She stirs. 
She starts — she moves. 
And with one joyous bound. 
She leaps into the ocean's arms." 

And then on she sails, while the waves play all around her, seeming glad to have this "goodly vessel, that 
shall laugh at all disaster, and with wind and whirlwind wrestle." 

STORY OF THE FLAX.— Twenty-fourth Week. 

(Adapted from Hans Christian Andersen.) 

There was once a little flax plant which stood in the field with many others. It had grown from a 
small brown seed, and its roots extended as far into the earth below as its green stalk did into the air 
above. One morning the fiax plant and all its brothers and sisters were covered with tiny blue flowers, 
and the sun shone and the dew sparkled upon them, making the field fair and beautiful to look upon. 
"How happy I am," said our little flax plant. "It is such a good thing to grow always and to change 
into something better each time. Who would have believed that I should bear beautiful blue flowers 
when I was only a small seed? " And then it began to sing a song, always closing with the words, "The 
song is not ended, the song is not ended." The little plant was so happy that it soon made the whole 
field happy, and presently all the plants were nodding in the breeze and saying, "The song is not ended, 
the song is not ended." 

One day the plant lost all its flowers, and little hard seeds came in their places, looking like the seed 
from which the plant grew, except their color, which was green. After a time the color changed and the 
leaves began to fall, while the stalks turned yellow. "I am changing into something else," said the flax. 



198 PRACTICAL SUGGESTIONS 

"So the song is oot ended." One day some men came and pulled all the plants up by their roots, which 
was not pleasant, but the flax sang still the same, same song, although it was steeped in water and seemed 
going all to pieces, after which it was dried in the sun, then combed and put upon a wheel, which moved 
round and round so rapidly that the flax was stretched and twisted and pulled, so that it could hardly sing 
its song. After many things had been done to it, at last it became a beautiful piece of linen, which was 
placed upon the grass and sprinkled with water each evening and turned over each morning until it 
became white as snow. "I am more l)cautiful than ever," said the flax, "and some garments are to be 
made of me, for I heard the mistress of the house say so," and still it sang, "The song is not ended." 

The linen was cut and made into twelve shirts, and so it became of use to the people who had taken 
so much care of it ; but after many years the little pieces began to fall apart and the garments were no 
longer fit to be worn. "What will become of me now," thought the flax, still singing its song, "I shall 
surely be changed into something else, for it has always been so." It was so, for the linen rags were sent 
to a mill, where they were again steeped in water, and made into pulp, then rolled with large machines 
until smooth, clean white paper was made of them. "This is indeed a surprise," said the flax. "Now I 
shall have beautiful stories written upon me, which all the people shall read iind become good and happy." 
Day after day the flax waited, still singing, "The song is not ended," until one morning a lady sat down 
and taking up the paper, began to write upon it a story for little children, about the "Christ Child," who 
was born in Bethlehem, and the shepherds who found him first; a story which all little children love to 
hear. The lady wrote so beautifully that all who read her story loved the Christ of whom she wrote. 

"All the world will be better because of the story which is written upon me," said the flax, "and I 
shall travel all over the world." But the paper did not go upon its travels, for it was sent to a printer, 
who printed the story into many books, and sent the paper l)ack to the lady who wrote it. "This is 
better," said the flax, "for I could not have lasted very long, and the books are better and will reach 
more people than I, but "The song is not ended." The paper was laid away in an old box, and there it 
remained for a long time, during which nothing was done to it. One day the children were told to burn 
all the papers in the box, which they did, standing before the open fireplace to see the sparks fly out the 
chimney, calling them children coming from school. "The last spark shall be the schoolmaster," said 
they. Each time one went up alone they would cry, "There goes the schoolmaster," but another would 
come and still another. At last the very last one did come, and as it mounted up the chimney it sang, 
"The song is not ended. The most beautiful is yet to come." But the little children did not understand, 
nor did they know where the little spark went, nor what it changed into. 

WHY THE VALLEY LILIES HANG THEIR HEADS.— Twenty-eighth Week. 

It was the night before Easter. All the beautiful lilies had donned their pure white dresses, ready for 
the morrow, to gladden the hearts of weary men and women, who would pause a moment to look at the 
lovely robes of the lilies and think of Him who said, "Consider the lilies, how they grow; they toil 
not, neither do they spin ; and yet, I say unto you, that even Solomon in all his glory was not arrayed 
like one of these." 

Everyone was ready, even the tiny lilies of the valley, and were only waiting for the stars to come out 
and bring thein a little golden touch which should give to each lily a heart of gold. Without this, no lily 
could be perfect on the morrow, though its robe were ever so spotless, for the children, when they came 
to pluck them, opened wide their bright eyes saying, 

Lily, lily, I am told, 

That you have a heart of gold ; 

And if one I do not find, 

I shall think you were not kind. 

So the dear old moon above, 

Could not send a star of love. 

To place within yoar white dress fold. 

The precious little heart of gold. 
You may be sure that every lily was trembling with excitement on this Easter eve, and watching 
anxiously for the first star to appear in the sky above ; for the lily which received the first golden heart 
was the queen of all the lilies, chosen because she had been the most patieut in waiting for her white robe 
and golden heart. 



FOR K'INDERGARTXERS. 199 

Up ill the far-away sky, the dear old inoou is very busy couutiiig out the golden hearts and is careful 
and watchful lest she miss one of her lily children in the earth below. Now, at last, every one is counted, 
and calling all lier star messengers together, she bids them light their lanterns while she tucks the golden 
hearts safely in their pockets and whispers a message of love into each listening ear. 

Happy little stars. So glad are they to be the messengers of joy, that the heavens are made to shine 
with the brightness of their smiles, while the lilies looking up from below, see them coming one by one, 
until at last the sky is glowing with tiny golden lanterns, and the lilies are made happ}' as each one receives 
in turn, the golden heart from the shining star messenger, which shall tell to all the world the story of a 
flower that lived its life, just as God made it to live, and to which He had given a robe of beauty and a 
heart of worth. 

Hear the rustling song of gratitude as the lilies gently nod their happy heads. But alas ! In the 
midst of all the happiness, is heard the sound of weeping. The beautiful lilies turn their heads to see why 
one is sad, and behold a dear little valley lily which has no golden heart. "Did your star of love not 
come to-night?" ask the sympathetic lilies, and the weeping one answers, "No, and to-morrow the little 
children will sing the song and search for the golden hearts, and I alone, of all my sisters, shall be thrown 
awaj^ for nobody will have a lily without the golden heart of kindness." 

All the lily heads are bowed in sorrow now, and the kind mother moon looking down sees her happy 
\\\y children weeping bitterly. " Why do my lilies weep," she asks, and one little baby lily tells the sad 
story : "Our sister has no golden heart, and we are sad because of her grief." "Why," said the moon, 
"where is her star?" "It did not come to-night, and we think it nmst be lost." 

Every star becomes at once a messenger to search for the lost star, and they hasten to all parts of the 
heavens, and the mother moon is anxious because of the tiny heart which is lost. When all have searched 
carefully, one star runs rapidly aci'oss the heavens to peep behind a very black rain-cloud, although they 
ail agree it is the last place to expect to find a bright messenger star. There he is, cuddled up in a dark 
corner, the light in his lantern very low. The mother moon sends all the stars away, while she bends over 
this one, shedding a soft kindly light about him, and asks lovingly, "Why, my little messenger, why are 
j'ou here?" "Oh," cries he, mournfully, "I feel so little among my larger brothers, that I shall not go 
to the earth to-night, for I can do no good with such a tiny light, and even that is going out. I mean to 
stay in this black cloud forever for I am worth nothing." Then the mother moon, who knew her star- 
children so well, sent some messengers back to the lilies to comfort them, while she drew the sad little 
star close to her side and told him the stor}' of the lilies. How, even then, the valley lilies were weeping, 
and their pretty heads were bowed in distress because one sister had no golden heart, a little messenger 
star having failed to go to the earth that night with a precious bundle which no other star could deliver, 
and the people would call it a worthless flower upon the morrow. Up rose the star, crying, " I will hasten 
to the earth," and gathering up his lantern he raced down the shining heavens until he reached the side of 
the lily whose heart he had kept. As he placed it within the fold of her dress, he found it had grown so 
large and bright that the lily's dress shone with the glory of it. The children said, when they gathered 
the lilies upon the glad Easter morn, " Surely this was the kindest of all, because she has the largest 
heart," but 3'ou will ever find the valley lilies with drooping heads. 

STORY— A LITTLE GERMAN BOY.— Thirty-second Week. 

INIany jears ago, in a German home across the sea, a dear little baby boy was born. It was in the 
month of April, when the raindrops were waking the flowers, and the earth had donned her lovely Spring- 
time dress. The birds sang gaily in the trees, and amidst all the brightness and beauty, little Frederick 
Froebel was born. His mother and father loved him dearlv, but when he was just one year old his mother 
died. He was left to the care of an old lady who kept house for his father, who was a minister and told 
people about Jesus whom the shepherds found. They were very poor people and lived in a small house, 
but everything in it was as clean as it could possibly be. The bedstead had very high posts, and there 
were three feather-beds upon it, which made it so high that a little child would have to climb upon a step- 
ladder in order to get into the bed. There was a cedar chest for clothes, a table upon which books were 
placed, and two wooden chairs with high backs near the table, ancj a large press with five drawers in which 



200 PRACTICAL SUGGESTIONS 

were kept sheets, pillow-cases, table-cloths and towels. In the kitchen there was a stove, so well polished 
that you could see your face iu it, a table, some wooden chairs, a bench with a cedar bucket upon it and 
bright tins hanging by the side of the stove. When Froebel was a little, M'ee baby boy, he had a rag doll 
with which he loved to play, and as he grew older and was allowed to run about, he began to love the 
birds and flowers. Across the street from his little home, some men were building a church and little 
Froebel soon became interested in their work and watched all they did. After a time he began to pick 
up the snuill pieces of wood which they threw away, and soon became a small builder himself, using his 
rough blocks to make houses, churches, schools, bridges, boats, chairs, tables and all other things of which 
he could think. Wlien he was seven years old he went to live witli an uncle who kept a school for boys. 
He was very happy, for he had other children with whom to play, and was not lonely as he had been in his 
own home. They often had picnics iu the woods, where they built houses of branches, twigs and leaves. 
At other times they put on caps, and with drums and swords they would march like soldiers. 

When Froebel grew to be a man bethought he would be a farmer because beloved to see things grow, 
but something iu his heart made him want to do something which would help little children, for he remem- 
bered how lonely he M'as when a little boy, because no one thought of giving him au}' work to do. He left 
his farm and went about visiting the mothers wlio had little children, seeing all that they did to make their 
children happy. After thinking along time, he said, " Instead of having a garden where flowers grow, I 
mean to have a garden where children shall grow." So he made the Kindergarten, which means, a child- 
garden, and just as the flowers in our world grow beautiful by pushing out from the inside all the beauty 
which God placed there, so Froebel took care of his little child-plants and made them beautiful, by helping 
them push out iuto the world the beauty which God had put into their hearts. Soon j^eople began to see 
what a wonderful work Froebel was doing, and a few good people began to help him iu his work. He 
taught other people how to teach the little children, and made all the things which we use iu our Kinder- 
garten, as well as the songs, games and the pictures which I show you M'hen we learn a new song. Little 
children all over the world who know about Froebel, love him because his work makes them so happ}'. 

THE LITTLE MATCH-SELLER.— Thirty-fifth Week. 

There was once a poor little girl who had no mother to take care of her, for God had taken her mother 
to a home in heaven. This little girl walked about the streets of a great city trying to sell matches, so 
that she might buy something to eat. One cold M-Jnter day when the snow lay upon the ground, she had 
not sold a single box of matches, and was very cold and hungry, for her shoes were full of holes and her 
dress was ragged. Towards evening she crawled into an entrance between two houses, thinking she would 
be sheltered from the cold. Drawing her feet under her, she sat still and began to think of the beautiful 
heaven-home which her poor sick mother had told her about, where there was light all the time, and no 
one was cold and hungry. "I will light a match," said she. " Perhaps it will make me warm." She 
scratched it against the wall, and behold ! the dark entrance was filled with a wonderful light, like unto 
that which the shepherds of old beheld. The little girl thought she was sitting by a warm fire in a cosy 
home, but suddenly the match burned out and there was only the cold brick wall. 

She made haste to light another. This time she seemed to be in a large room in the center of M'hich 
stood a table containing a nicely cooked supper. The little girl was about to eat of the food, when the 
match again burned away and she was left in darkness. Again she struck a match, and this time she 
beheld a wonderful Christmas tree full of lighted candles, each one of which rose higher and higher until 
they seemed like bright stars in the sky, among which appeared the face of her mother, glad and happy. 
She extended her arms toward her little girl, who made haste to light all the matches which she had left, 
lest the beautiful picture should fade into darkness again. "Take me with you, mother," she cried, and 
the mother took the child in her arms and carried her up, up, into the heavenlj' brightness far above the 
cold earth, where there was no pain, nor cold, nor hunger, for they were with God. 

In the morniug the people found the little girl's body in the entrance, and they said, "Poor little 
thing, she is frozeu," but they did not know of the beautiful pictures which she saw, nor whither she had 
gone with her mother. (Adapted.) 



FOR KINDERGARTNERS. 201 

THE LAST DREAM OF THE OLD OAK.— Thirty-seventh Week. 

(Adapted from Hans Christian Andersen.) 

In the edge of a beautiful old forest, not far from the sea-shore, grew a tall oak tree. Its branches 
were wide-spreading and strong, and had served as building foundations for numy a nest of happy birds, 
who had often been sung to sleep by the murmur of the rolling waves below. The oak tree was very 
old, having lived three hundred and sixty-five years, but that M^as to the tree only as the same number 
of days to us, for it only had one night a year in which to sleep, onh^ sleeping in the winter season, 
which is its time for resting. Many little flies flitted about the old oak tree in the warm summer time, 
and some of these flies only lived for one day. The tree often pitied the little insects, and would say, 
"Poor little flies, your lives are so short." "What do you mean?" a fly would ask. "Do I not have as 
much sunshine and beauty as any other creature? Everything around me is so bright and warm and 
beautiful, that it makes me joyous and glad." 

"But for only one day, and then it is all over, while my day is whole seasons long, and I have many 
of them," said the oak. 

"Does all the beauty go out of the world when you die?" asked the little fly. 

" No," replied the tree, "It will last longer than I can even think of." 

"Well, then," said the little fly, "my life is as happy as yours, for I have just as much of the 
beauty of the world as you have, and after all the bright sunbeams live but for a day." And the little 
creature danced joyously about in the air, flitting over clover blossoms, wild roses and honey-suckles, 
until as the sun began to disappear in the west its tiny wings could no longer hold it up, so it glided 
slowly down upon the grass, and slept its long, long sleep. 

The oak tree remained awake through the morning of Spring, the noon of Summer and the evening 
of Autumn, and as the Winter drew near its sleepy time came also, and the wind sung about its branches, 
coaxing the old tree to take its rest. One by one the leaves were shaken to the ground by the nodding 
head of the old oak, and at last it stood with branches bare, left to rest during the long night of Winter. 
Once it had been a tiny oak e^^, cradled in an acorn, but now it is the largest tree in the forest, and 
towers so high above the other trees that the sailors in the ships, far out at sea, can see the top of it and 
find their way to shore. 

So the tree slept on, and just about Christmas time it had a wonderful dream. It dreamed that its 
branches were crowned with lovely green foliage, among which the sunbeams danced and played together 
with the summer flies and butterflies, while the air was filled with the odor of sweet wild violets. 
Everything that had ever happened to the old oak tree, since it first pushed its tiny leaves and rootlets 
out from the acorn cradle which held it, it now saw in its dream. All the people who had ever stopped to 
rest beneath its shade ; the birds which had made their homes in the branches, and the voices of the 
wood-pigeons and the cuckoo were heard. The oak tree began to feel as if new life were hastening 
through every root, stem and leaf, and it began to stretch and spread higher and higher, filled with a 
longing to reach even to the bright sun itself. The top-most branches pierced the clouds and lifted 
themselves among the stars, which seemed like so many beautiful eyes of little children, and the tree was 
very happy as they shed their light upon it. In the midst of its happiness, it remembered the small 
trees and shrubs which had grown beneath its branches, close beside its roots, and a great desire 
possessed it that they might all rise upward with it. The feeling became so strong that it could not 
be happy without them, and the great branches at the top waved to and fro, bending downward to look 
for the humble companions of its forest life. Up through the clouds beneath it they began to come, 
bush, herb and grass, together with all the insects and birds. The beetles hummed, the birds sang, and 
the air was filled with sonars of gladness. 

" Where is the little blue flower that grows by the water, and the purple bell flower and the daisj'?" 
asked the oak. 

"Here we are, here we are," sounded through the air. 

" But the lihes of the valley and the wild apple tree, Avhere are they?" 

"We too are here," sounded voices higher in the air. 

"This is too beautiful," said the oak in a joyful tone, "I have all my companions here, great and 
small, and not one has been forgotten. And then it began to feel as if its roots were loosening 



202 PRACTICAL SUGGESTIONS 

theuit^elves from the earth, so that it might rise to the very highest phice. Ami upon the glad Christmas 
morning the sailors looked in from the sea, and exclaimed, "The tree is down! The old oak, our land- 
mark on the coast, fell in the storm last night!" 

From the churches rang the glad tidings of "Peace on earth, good will to men," and the people 
bowed in gratitude to the merciful God who had watched over and shielded them duriuo; the terrilile storm 
of the night before, while from the ship sounded the notes of a song of Christmas joy, floating over the 
grand old oak as it lay stretched upon the shore of the mighty sea : 

" Sing aloud on the happy morn. 
All is fulfilled, for Christ is born ; 
With songs of joy let us loudly sing 
Hallelujahs to Christ our King. 
And the hearts of the sailors were lifted up, even as the tree had felt lifted up in its last beautiful 
dream on that Christmas night. 

FLORENCE NIGHTINGALE. 

Little Florence Nightingale was born across the ocean in the beautiful country of Switzerland. She was 
named after the City of Florence in which she was boru, and people early began to love her for the many 
gentle acts of kindness which the little girl was constantlj^ doing. The animals and birds were never afraid 
of her, even the shy squirrels coming quite close to her in order to pick up the nuts which she flung down 
for them to eat. Her father had a gray horse which had grown so old as to be unable to work, so she 
lived in a nice green meadow, and was well taken care of. Whenever Florence came near the gate, the old 
horse would come up to put her nose into the pocket of the little girl's dress, to find the apple or dainty 
bit of food which Florence always placed there for her. Little Florence especially liked to take care of 
sick people, and would often go to the homes where there was illness and carry something nice for the 
sick folks to eat, or sit beside their beds to wait upon them. A very beautiful story is told of her kindness 
to a poor dog. In a cottage out in the woods there lived an old shepherd, who took care of her father's 
sheep, living all alone except for a good old dog, named Cap, who lived with him and helped take care of 
the sheep. One day a boy thi'ew a stone and hurt poor Cap's leg so badly that the shepherd thought he 
would never get well, so he decided to kill him rather than let the poor dog suffer so much pain. Little 
Florence was out for a ride with a friend of her father's, and as they passed the cottage the shepherd told 
them of his trouble. Florence and her friend went into the cottage, and upon looking carefully at the 
hui-t leg they found that it was not broken, but badly bruised, so Florence bathed it with warm water, 
after which she carefully bound up the injured limb to the great relief of the poor dog, who feebly wagged 
his tail to express his thanks. The next day Floi'ence went again to see him, and again bandaged and 
bound his leg, and it very soon began to show signs of healing. The shepherd was very grateful to the 
little girl, and the dog always remembered her as one of his best friends. 

She always loved to work, and was constantly searching for something to do which would help people 
who were in distress. When she grew to be a woman, she made up her nlind that taking care of sick 
people was one of the best kinds of work which she could find, so she tried to learn all the ways of 
nursing sick people, and soon became such a good nurse that all sick people wei'e glad when she came to 
take care of them. 

After a time a great war broke out, and the poor soldiers were sick and wounded, and there was no 
one to take care of them, because no one seemed to know how to do it, so the people asked Miss 
Nightingale to go herself to the hospital where the poor soldiers were suffering and see if she could find 
some way to relieve them. Although she was just recovering from illness. Miss Nightingale consented to 
go, and taking with her thirty-four nurses, she started for the place of war. The people all over England 
loved her for her bravery and sweet forgetfulness of self, and everywhere she was greeted with kindness 
and love. 

When they reached the hospital they found the poor soldiers suffering intensely, and without any 
care except that which they were able to give to each other. These good women at once set about making 
them comfortable and clean, and providing good, strengthening food for them. At night, when all the 
doctors and nurses had gone to rest, Florence Nightingale could be seen going about through the rows of 
sick soldiers, with a little lamp in her hand, stopping now and then to lay her cool hand upon the fevered brow 



FOR KINDERGARTNERS. 203 

of some poor suffei'er, and to speak a word of kiudly eucouragement to some one whose burden of pain 
seemed greater than he could bear. And the sound of her low, sweet voice was like the sound of lovely 
music in the ears of the sick, making them think of the loving mothers and sisters waiting anxiously in 
their homes for the soldiers to return. The sick soldiers loved her dearly, and as she passed among them 
with her little lamp in her hand, they would kiss her shadow as it fell across their beds, and lay their 
heads on their pillows again, in contentment. When the war was over the English people gave a lai-ge 
amount of money wiih which to build a hospital for sick people, and it was named " The Nightingale 
Home," in order that people may always remember how much good this lovely woman did in the w^orld. In 
the dining-room of this home stands a small figure of Florence Nightingale just as she looked when she 
went about doing good. In one hand she holds a lamp, while the (jther is held before it as she did when 
she wished to shade the faces of the sick from the light. Everything about the house is clean, neat and 
beautiful, and the nurses are all good women, who love to do good to others and who try to follow the 
example of Florence Nightingale. 



APPENDIX. 



APPENDIX. 



ROOM DECORATIONS. 

The cliild will be impressed by his surroundings, therefore they should be pleasing and elevating. If 
possible, there should be good pictures of subjects connected with the experience of the child. Every 
Kindergarten should have a good picture of the "Madonna and Child." A picture or bust of Columbus, 
Washington and Froebel, an American flag, and some pictures of birds, animals, fi'uits and flowers. 

If decorations consist of charts made of materials brought by the children, they should be true in 
design, correct in proportion, and harmonious in coloring. 

COLOR CHARTS. 

Have two of each color. A Life-Form Chart and a Form of Beauty, the latter to be made by the 
children. Select a normal red from the collection brought by the children, and use it in making a design 
illustrating the color found in some natural object, as a basket of strawberries, a bunch of cherries, a spray 
of scarlet geraniums, or a bunch of scarlet poppies. Cut the mathematical forms for the chikh'en's chart, 
letting each cue of a group paste one piece. 

The red chart (Form of Beauty) should be confined to the circle, ellipse and oval, using circle for 
center, arranging the others in relation to it, for the reason that the curved outline and curved surface are 
emphasized in the first weeks. Forms of Beauty should be made of normal, light and lighter. As the 
color is taught from the ball, it is M-ell to associate color with form, by making all the color charts upon a 
ciiTular piece of card-board. 

SUGGESTIONS FOR LIFE FORM COLOR CHARTS. 

ORANGE CHART. 

A basket of oranges, a bunch of marigolds, an oriole perching or flying. 

YELLOW CHART. 

A bunch of chrysanthemums, a basket of lemons, a group of yellow chicks. 

GREEN C^HART. 

A basket of apples, a parrot, or frogs. 

BLUE CHART. • . 

A bunch of corn flowers, forget-me-nots, or a group of blue-birds. 

VIOLET CHART. 

A bunch of pansies, morning-glories, clematis, or grapes. 

As the children usually bring more material than can be utilized for the charts, it is well to have a 
color-book made of large manila leaves, in which they shall be allowed to paste foi-ms of beauty made 



208 APPENDIX. 

from the shades which do not harmonize with tlie normal tone, arranging the tones which do harmonize 
upon tlie same page. 

STORY CHARTS. 

Each week, as tlie story is told, let some child sew a picture which represents it, upon a small square 
card. Place in a row, adding one for each story told. This idea may be carried out in regard to the 
practical work. The child who finishes his work first, malve a copy, to be pasted upon a leaf and put up, 
in the order in which it is pasted in the book. This will enable the children in the regular review talk on 
Monday (Group Work), to tell the work accomplished each week. 

THE TIME CHART. 

Cards with designs for days and months may be procured of Ph. A. Meinberg, No. 1405 South 
Broadway, St. Louis, Mo. 

The seasons may be made of pictures brought by the children, arranging and shading a proper back- 
ground : Winter: Coasting. Spring: Blue birds, flying. Summer: Picnic, under the trees. Autumn: 
Gathering nuts. 

FAMILY CHART. 

In the center, upon a circular piece of card-board, place a picture of the "Madonna and Child," 
the best which may be obtained ; draw a larger circle outside of this, divide into six sections, and place 
groups of families of different nationalities: White, Black, Indian, Esqunnaiux, Arab, Chinese. 

If the children bring pictures of any of these, groups may be arranged, and those supplied which are 
not brought. By shading the background in suitable colored chalk, a very good effect may be obtained; 
for instance, shade to represent the sand of the desert, for Arab family ; snow and ice for Esquimaux, etc. 
Adjoining these arrange twelve families of animals, and in the outside spaces, bird families. Then 
divide the outer space into four sections and illustrate four plant families. 

FORM COLLECTIONS. 

These may be arranged upon charts; but a better way, is to arrange them in a shallow tray having 
long divisions for the purpose. In the sphere tray, place all the glass marbles in one division, all the china 
ones in another, all wooden balls in another, so there will be a classification in material. Do likewise with 
cube and cylinder trays. 

BIRD CHARTS. 

At least three bird charts should be made, representing the three most distinctive classes of birds : 
Perchers, swimmers and waders, scratchers. The chart for perchers, should be so arranged as to show the 
birds in the perching position, to emphasize their salient characteristic. The ewimmers and waders, and 
scratchers, likewise. 

FRUIT AND VEGETABLE CHARTS. 

The pictures of fruits and vegetables may be made into two separate charts. A basket for the 
vegetables, and a fruit-dish for the fruit. 

The Trades charts should have the tools of each tradesman placed under the picture of the men at 
work. 

In placing the charts in the room, classify them by putting the Color charts together, the Form 
collections together, the Trades charts together, etc., that the children may feel the unity which underlies 
the various groups, through the association. 



APPENDIX. 209 

EXTRA CHARTS. 

A chart of autiimu leaves may be made in October, the chihh-eu bringing and classifyino- the leaves; 
nuts may also be included in this collection. 

A thanksgiving chart may he made, based upon the song, "Over the river and through the woods." 
A flower chart may be made in the Spring from the pictures of flowers brought by the children. 



SEWING. 

In the sewing all purely elementary work has been eliminated, and an effort nuule to induce the child 
to use elements in relation to a complete whole. A knowledge of the elements of form is necessary, and 
this knowledge is obtained by direct analysis from the gifts, aud is transitory, as it should be. Permanent 
construction, however, should not be a mere reproduction of elements (lines, angles, forms), unrelated 
and separate, but a use of abstracted elements in the creation of a new whole, leadino- the child to value 
them for the possibilities of construction which they afford. As the child abstracts and becomes 
acquainted with elements and new forms, he should be encouraged to use them in the expression of some 
idea, and consequently the sewing cards of the second set should be obtained from the children by 
suggestion, only dictating to a child who positively can not express the idea originally. The children thus 
mold the elements into an expression of their own thought and develop the creative power by constant 
exercise of it. For instance, let us consider the method of securing lesson number one, second set. 
Children have been made familiar with the form, hexagon. Give a sample card and say, "I should like to 
see how many can put four hexagons together so that they will form a cross. When you have made one, 
I shall give you a card upon which to copy for your books." The child who discovers a large cross should 
be allowed to copy the large one in the middle of his card, arranging so as to leave a regular maro-in about 
it. The child who makes a small one and wishes to make a border, by placing in a row throuf^h the 
middle of the page, should be allowed to do so, etc., the teacher only offering suggestions in refrard to the 
regularity of arrangement. Give the children who find it hard, some sticks, with which to lay it upon the 
table, and endeavor to strengthen those who exhibit least inventive power, by an appreciation of the 
feeblest effort. 

MATS. 

Mats emphasize number and form, but the child grasps number relations more readily than the relations 
of form. Good inventions in mats depend upon the ability of the child to arrange the forms produced by 
weaving, in relations which shall secure harmonious figures. To obtain this result the attention must be 
attracted to the forms shown in his mat, and the relation they sustain to each other, while the power of 
repetition of patterns, must be developed by constant reference to strips in which the forms are alike. 
Therefore, the dictation by form rather than by number is preferable, since the form gives character to 
the mat. Make the number subordinate to the form. Ask how many strips did you cover with this 
oblong? How many strips left uncovered, between the two oblongs? If we wish to put in a strip like 
the first one, how many oblongs Mill it show? etc. Associate form and number always, but lead the child 
to feel that the form is more important than the number of strips covered. Correct errors, always, by 
calling attention to the incorrect relation of form. Say, "This oblong is too close to the other oblong," 
rather than, "You should have taken three strips up instead of two strips up." 



DESCRIPTION OF MATERIAL. 

The material used in working out the thought in the program is that used in the Public School 
Kindergartens of St. Louis, and has been improved recently, with a view to making it correct in regard to 
color, as well as minor details. 

All material mentioned may be secured from Ph. A. Meixburg, No. 1405 South Bro.-idway, St. Louis, 
Mo., by simply ordering it as described. If the new, unglazed paper be desired, it must be so specified. 



210 APPENDIX. 

MATS. 

The regular size of the new mats cut from the unglazed paper is six h}' six inches, and may be obtained 
in the six colors: Red, orange, 3'ellow, green, blue and violet. 

Mats usually come in the light tone of the color, with strips in the normal tones of the same color, 
but, if stipulated, they may be obtained in the light and lighter tones instead, or gray mats with strips in 
the six colors, normal, light or lighter tone as desired. Packages may be ordered containing twelve mats 
of the same color, or twelve mats in assorted colors. No. 11 mats are square, six by six inches, strips cut 
one-half inch wide. No. 12 mats, same size, strips cut one-third inch wide. No. 13 mats, same size, 
strips cut one-fourth inch wide. Mats may also be obtained having one wide strip and one narrow strip. 
If the new unglazed paper is desired, it nmst be so specified in the order. 

SQUARE SEWING CARDS. 

Perforated cards may be obtained in two sizes, tive by live inches, and six by six inches, perforations 
one-fourth inch apart. These come in packages of assorted tints, six colors, and in packages of all white. 
Gray cards may be obtained if specially ordered. If narrow cards for border work are desired, they must 
be obtained by special order. 

DESIGNS. 

Outline pictures may be obtained in assorted packages, or a package of any one design. Packages 
of assorted animals, assorted birds, assorted flowers and fruits in two sizes, five by five inches, and seven 
by seven inches. The pictures of Washington and Froebel have the faces shaded so as not to require 
sewing. Size must be specified. 

FOLDING PAPER. 

Folding paper may be obtained in large squares, four b\ four, thiee by three, and two l)y two inches, 
in two tones of the six colors, normal and light. 

Larger squares, six by six inches, can l)e cut if specially ordered, and are useful for children who 
work slowly, as one fold of this size can be placed in the book, while the children who work rapidly, make 
four folds of the four by four inch paper. 

INTERTWINING. 

Strips for intertwining may be obtained, twenty inches long, one inch, and also one-half inch wide, 
in any one color or in the six assorted colors; they must be folded into thirds for use. 

DRAWING PAPER. 

Square sheets, seven by seven inches, marked with dots one-half inch apart, may be obtained for the 
school of drawing illustrated in the Appendix. 

CUTTING PAPER. 

Circles for circular pasting come in three sizes, large, medium and small. They will be furnished cut 
from unglazed paper if so specified, in the six assorted colors or in any one color. 

The square paper, regular size, is four by four inches, but the five by tive, six by six, and three by 
three will be furnished if ordered. 

DICTATION FOR FOLDING PAPER, FOR CUTTING BASIS. 

Place paper upon the table, the colored side up, one right angle in front. Fold the right angle in 
front to the right angle at the back. Turn the triangle thus produced, so that one acute angle will be in 
front and one at back, then fold the two acute angles together, making a smaller triangle. Open this last 
fold, placing the paper upon the table, so that one acute angle will l)e on the right side, one upon the left 
side and the rio-ht angle will be at the back. Fold the two acute angles back to the right angle, making a 



o 



APPENDIX. 2H 

square. Place a fiuger upon the right angle on the right side and upon the left side. Push them to^^ether 
underneath. This will give the basis from which the cuts are obtained. Have the children keep the open 
side on the right and the closed side on the left. Use a compass for marking curves. The same cuts 
which are illustrated in the Appendix, may be cut from four by four inch paper and pasted directly upon 
the page in the book, if desired, without mounting. 

DICTATION FOR FOLDING GROUND FORMS. 

There are two basis forms in folding, from which all forms are obtained by modification. First, the 
Salt Cellar gi'ouud form; second, the Tablecloth ground form. 

The Salt Cellar ground form is obtained as follows: Place a square of paper on the table, with one 
side in front, upon a line extending from left to right. Fold the side in front to the side at the back, 
producing an oblong; open out, and turn the paper so that the crease made by the first fold will extend 
from front to back. Again fold the side in front to the side at the back and open out; there will be two 
lines upon the paper crossing each other in the middle. Turn the paper so as to have one rio-ht ant^le 
directly in front ; fold this right angle to the right angle at the buck, which will mark a diagonal line. 
Turn the paper around so that the last crease will extend front to back, and fold the right ano;le in front 
to the right angle at the back; there will now be four lines upon the paper. Fold one ri^ht ano-Je to the 
exact middle of the paper where all the lines meet. Fold the opposite right angle into the middle to touch 
the first one; fold the remaining two right angles into the middle. Lift paper and turn it over, then 
proceed to fold in four more right angles. This will produce the Salt Cellar ground form, which may be 
modified by folding the right angles in and out in various ways. The side which shows four squares is 
the right side, and the side showing four triangles is the under side. 

The Tablecloth ground form is obtained from the Salt Cellar ground form as follows : Loosen the 
triangles upon the under side, so that the paper will stand upon the four right angles and look like a table. 
Take hold of one right angle, which is in the middle upon the right or top side, with the thumb and fore- 
finger of the left hand. Place the long finger upon the right angle of the small square, which is opposite 
the one you hold and turn the square over and out, at the same time pushing the angle which the lono- 
finger touches, in. Turn the remaining three squares in like manner and the result will be a tablecloth. 
Turn the tablecloth upside down so that it will rest upon the square which is defined, then push to the 
middle the four right angles in the center of the sides of the paper. Push the four right angles which 
stand up outside, down and in, to the middle, forming four squares upon the top side of the paper, which 
l)roduces the Tablecloth ground form, the basis from which all cross and star forms are produced. 
There are a number of simple life forms which may be obtained from this basis. (See engravings.) 

The waist, trousers, cap and boot for boy are obtained from the double Salt Cellar ground form, which 
is made by folding the right angles in a third time. The dotted lines in the engravings simply show the 
creases upon the paper made by folding ground form, while the decided lines show where there is a fold 
of one part of the paper upon another part. 

SUGGESTIONS FOR MAY BASKETS. 

Cut an equilateral triangle from card-board, the length of each side measuring nine inches. Cut a 
larger triangle of some pretty, delicate tint of tissue paper, sides measuring eleven inches. Let the children 
crush the tissue paper into a small ball, then open out and crush again, repeating this some fiye or six 
times; then lay it upon the table and place the card-board triangle upon it, pasting the tissue paper over the 
sides of the card-board. Cut a smaller triangle (sides eight inches), of lining paper and paste upon the 
inside, covering the edges of the tissue paper. Now fold each acute angle to the middle of the opposite 
side, so that the lining paper will be inside and the tissue paper outside. Fold the acute angles out again 
to the middle of the crease made by the first fold. Punch a hole in each side, just below the crease made 
by the second fold and tie the sides together with ribbon or zephyr of the same tint as the tissue paper. 
Fold rosettes of folding paper to match the tissue paper, cut out and paste upon the acute angles which 
are turned back. Attach cord and tassels or ribbon, by which to suspend it. 



APPENDIX. 

NUMBER TWO. 

Fold four forms like the vase from some pretty tint of folding paper. Take a fifth paper and fold in the 
four right angles to the middle, then open out and paste the lower- part of each vase form upon the 
triangles tlius marked. F(dd and cut a paper iuto sixteen small squares, giving four to each child to fold 
into small ii;ha\vls. Bend each vase so that it will standi upright, and paste each two together with a small 
square. Attach paper handle. 




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A- Salt Cellar groimd form, right side. 

B. Salt Cellar grouud form, under side. 

C. Double Salt Cellar grouud form, right side. 

D. Double Salt Cellar grouud form, under side. 

E. Waist, from Double Salt Cellar ground form. 

F. Trousers, from Double Salt Cellar ground form. 

G. Cap, from Double Salt Cellar ground form. 
H. Boot, from Double Salt (Cellar ground form. 



I. Chicken, from Table Cloth ground form. 

J. Boat with Sail, from Table Cloth ground form. 

K. Vase, from Table Cloth ground form. 

L. Pin-Wheel, from Table Cloth ground form. 

M. Boat, from Table Cloth ground form. 

N. Paper-Case, from Table Cloth ground form. 

O. Waist, Trousers and Boot Combined. 

Paste picture of boy's head and add cap. 



APPENDIX. 



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